High-Stakes Tests as De Facto Language Education Policies

2017 ◽  
pp. 385-396
Author(s):  
Kate Menken
Keyword(s):  
Language Education ◽  
Education Policies ◽  
High Stakes ◽  
High Stakes Tests

scholarly journals Studiosta steissille – Multimodaaliset kuuntelutehtävät ylioppilastutkinnon pitkien oppimäärien kielikokeissa 2018

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Raili Hildén ◽  
Anna Von Zansen ◽  
Emma Laihanen
Keyword(s):  
Listening Comprehension ◽  
Language Education ◽  
Computer Assisted ◽  
High Stakes ◽  
High Stakes Tests ◽  
Item Writing ◽  
Item Scores ◽  
Matriculation Examination ◽  
Task Types ◽  
Related Test

Tässä tutkimuksessa tarkasteltiin ylioppilastutkinnon kielikokeissa esiintyvien kuullunymmärtämistehtävien reiluutta ja tarkoituksenmukaisuutta. Keskityimme multimodaalisiin tehtävätyyppeihin, jotka tulivat mahdolliseksi digitaalisen ylioppilastutkinnon myötä. Aineisto käsitti englannin (n = 37086), ruotsin (n = 1626) ja saksan (n = 491) pitkien oppimäärien kokeisiin vuonna 2018 osallistuneiden kokelaiden osiokohtaiset pistemäärät, joita analysoitiin tilastollisin menetelmin. Lisäksi kyseisten kokeiden koetehtäviä ja niiden kuvauksia analysoitiin teorialähtöisellä sisällönanalyysillä. Multimodaaliset tehtävät edellyttävät kielitaidon lisäksi monilukutaitoa eli monimuotoisten tekstien ja niiden yhdistelmien tulkintaa. Eri kohderyhmien välisiä eroja tutkittaessa havaittiin joitakin eroja englannissa poikien ja ruotsinkielisten ja ruotsissa tyttöjen eduksi. Tasa-arvoisimmiksi osoittautuivat saksan kokeet. Tulokset hyödyttävät koetehtävien laatijoiden lisäksi kielten opetuksen parissa työskenteleviä.   From Studio to Station – Multimodal Listening Comprehension Task Types in in Long Syllabus of Languages in Finnish Matriculation Examinations in 2018 Abstract This study addressed fairness and meaningfulness of listening comprehension tasks in the newly digitalized Finnish Matriculation Examination focusing on multimodal task types. The data comprised item scores of test takers in 2018 in long syllabus English (n = 37086), Swedish (n = 1626) and German (n = 491) and related test tasks together with task description sheets. Item scores were analyzed with statistical methods, and the task content with theory-driven content analysis. Multimodal items prerequisite multiple language-related and general competences and strategies and combinations of them. Group wise differences between investigated groups were detected in English in favour of boys and in Swedish in favor of girls, while all differences were smallest in the German tests. The results contribute to item writing and language education in general. Keywords: listening comprehension, language assessment, high-stakes tests, computer-assisted testing

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

The Pedagogy of English Language Teaching using CBSE Methodologies for schools.

2021 ◽  
Vol 8 (3) ◽  
pp. 188-193
Author(s):  
Huma Hyder
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
National Development ◽  
Language Education ◽  
International Perspective ◽  
English Language Teaching ◽  
School Level ◽  
Education Policies

Progressive Globalization established the necessity of workforce to possess excellent communication skills in multiple languages. Areas such as tourism, trade, media, technology, science, and others use common languages. However, countries like China, South Korea, and so forth discussed the need to teach one foreign language at primary as well as secondary school level and hence developed education policies that focused on teaching English as a foreign language or second language. Some countries like Malaysia, Philippines, Singapore, and India already have English language as a second official language. Hence, English Language Education was considered as second foreign language which was accepted and now it is considered as a symbol of aspiring quality education in a national as well as international perspective. In 21st century, English is considered as an international link language which is been widely accepted by people across the world. Although, English language has a historical heritage of British Empire, it is best used to develop an individual’s cultural, technological, scientific and material needs that competes with the society. It is believed that language learning is not just acquiring the skills of listening, speaking, reading, and writing. Language learning is also about the language competence and the ways communicative competence has been applied in an integrated manner. English language learning is not just an educational issue, it also addresses the issues of the society, national development, and personal advancement. In the present scenario, English Language acquired an inclusive place in most of the societies, especially in India. As a result, English Medium Schools have gained immense popularity which responds to aspiration of the people. This paper tries to present the significance of English as a Second language. The main purpose of this paper is to explore the significant pedagogies or methodologies used in schools to teach English as English language plays a crucial role in the education sector.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

Sign in / Sign up

Export Citation Format

Share Document