The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies

System ◽  
2021 ◽  
pp. 102674
Author(s):  
Behzad Mansouri ◽  
Khazar Molana ◽  
Mostafa Nazari
Keyword(s):  
Second Language ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Institutional Policies ◽  
Mediating Role ◽  
Second Language Teachers

scholarly journals The Practice And Challenges of Practicum Implementation Program at A Malaysian Teacher Education Institute

2019 ◽  
Vol 14 ◽  
pp. 3234-3243
Author(s):  
Ramesh Sathappan ◽  
Premaraj Gurusamy
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Primary Schools ◽  
Language Teachers ◽  
School Students ◽  
Language Class ◽  
Management And Development ◽  
Second Language Teachers

This study is set to assess the practice and challenges faced by TESL students at a local teacher training institute during their first practicum practices at selected Malaysian primary schools. This research is of significant value, as the 17 student- teachers’ experiences need to be made known; the findings on the transitional move from a safe protected college environment into the unknown territory of school surroundings. Each of these trainee-teachers had leapt into the role of a teacher in the 21st century language class. They would each maintain daily and weekly reflective journals throughout their practicum period to document their teaching concerns and the level of confidence they put into their abilities to teach and manage their primary school students. These findings from the questionnaires were reported. The data obtained from the study participants were analyzed qualitatively. The results of the study reveal that:- i) student-teachers have positive perception towards the role of practicum program in promoting their pedagogical skills as well as subject matter knowledge; ii) school mentors failed in providing the necessary support for practicum student-teachers. This research enables to shed more light into the areas of second language teaching in the classroom as the findings would be able to provide more support for future management and development of teacher education. Furthermore, these student-teachers could understand themselves better throughout the month extended practicum. The ability to self-monitor and self-appraise themselves are valuable skills to be acquired by these student-teachers for their personal and autonomous and continuous self-assessments to become effective second language teachers.

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

scholarly journals Laulun sanoja lausumalla taitavaksi ääntäjäksi?

2018 ◽  
pp. 18-44
Author(s):  
Leena Maria Heikkola ◽  
Jenni Alisaari
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching Method ◽  
Language Teachers ◽  
Foreign Accent ◽  
Classroom Teachers ◽  
The Future ◽  
Second Language Teachers ◽  
Song Lyrics ◽  
Teaching Pronunciation

The aim of the study was to investigate how different teaching methods, singing, listening to songs and reciting song lyrics, affect the development of pronunciation of Finnish as a foreign language pronunciation. The second objective of the study was to investigate whether future classroom teachers and future Finnish as a second language teachers evaluate the strength of foreign accent differently. The results indicate that reciting song lyrics is the most beneficial for the development of pronunciation. This teaching method is especially useful for beginners’ level language learners. The future class teachers gave stricter evaluations of foreign accent than the future Finnish as a second language teachers. Based on the results of the study, it could be argued that reciting song lyrics could be used for teaching pronunciation. Further, the results support previous findings that more experienced listeners give milder evaluations than more unexperienced. Thus, it would be valuable for future teachers to gain experience in listening diverse accents.

scholarly journals Language Teacher Assessment Literacy: A Current Review

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nurdiana Nurdiana Nurdiana
Keyword(s):  
Language Assessment ◽  
Teacher Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Good Test ◽  
Language Teacher ◽  
Test Specifications ◽  
Alternative Assessments ◽  
Research Findings ◽  
Teacher Assessment Literacy

<span>H<span>Half of the language teachers’ time is spent on assessing students’ performance. Therefore, they should be literate to language assessment in terms of how to make a good test or knowing which method appropriate to assess their students’ learning. Without having assessment literacy, they may not be able to help their students achieve the best results of their performance. For this reason, the present study attempts to examine language teacher assessment literacy and how it has been measured. Besides, suggestions and recommendations for language teachers regarding assessment literacy are discussed in this study. A literature review was employed to conduct this research. Findings suggest that language teachers need more training on language assessment due to their lack of knowledge of language assessment. Although some of them are assessment literate, they do not practice the knowledge in their classroom. This implies that the training they need could be on how to select appropriate assessments for their students, how to design a test,  alternative assessments, and test specifications.</span></span>

Sign in / Sign up

Export Citation Format

Share Document