scholarly journals Language assessment literacy: an uncharted area for the English language teachers in Bangladesh

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Nasreen Sultana
Keyword(s):  
English Language ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
English Language Teachers

scholarly journals Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 78-92
Author(s):  
Frank Giraldo
Keyword(s):  
Professional Development ◽  
English Language ◽  
Teacher Educators ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
The Status ◽  
English Language Teachers ◽  
Definition Of ◽  
Teachers Professional Development

At some point, language teachers need to be engaged in language assessment in their profession. Because language assessment is such a primary task for teachers, the field of language testing is encouraging research around the knowledge, skills, and principles that are foundational for sound assessment. In this paper, I provide a definition of Language Assessment Literacy (LAL), especially when it comes to teachers, by reviewing existing models. I then discuss ongoing issues in this area and end the paper by offering language teacher educators suggestions for fostering LAL among pre- and in-service teachers. In the article, I argue that, if more LAL initiatives take place, we are collectively raising the status and nature of language assessment and its impact on teachers’ professional development.

scholarly journals A Post-Positivist and Interpretive Approach to Researching Teachers’ Language Assessment Literacy

2020 ◽  
Vol 22 (1) ◽  
pp. 189-200
Author(s):  
Frank Giraldo
Keyword(s):  
English Language ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Interpretive Research ◽  
Key Players ◽  
Interpretive Approach ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
Testing Field

The language assessment literacy of English language teachers has been one of the topics of discussion in the language testing field. In this article, I focus on the need to expand research constructs and methodologies to understand, in depth, the language assessment literacy for these key players in language assessment. I first explain the need to focus on language teachers and examine current challenges in researching language assessment literacy. Then, I reflect on how post-positivist, interpretive research constructs and methodologies can expand and why they should. If this happens, research might yield more valid, useful data to unveil the complexities of language assessment literacy for language teachers. That data can provide valuable feedback to advance teachers’ professional development through language assessment literacy.

A look into the practices and challenges of assessing young EFL learners’ writing in Croatia

2021 ◽  
pp. 026553222199065
Author(s):  
Jakob Patekar
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Online Questionnaire ◽  
Efl Learners ◽  
Young Learners ◽  
Language Tests ◽  
English Language Teachers

Writing in a foreign language is a particularly difficult skill to develop, especially when young learners are concerned because they are parallelly learning to write in their L1 and do not have strong oral foundations in their L2. The issue becomes even more complex when the ways to assess young learners’ writing are considered, given that research has shown there is room for improvement regarding English language teachers’ assessment literacy. Therefore, the aim of this paper is to examine the practices and challenges of assessing the writing of young EFL learners in Croatia. In the first part of the study, 97 English language teachers working with learners from year 1 to year 4 of elementary school (children aged 7 to 10) took an online questionnaire with close-ended and open-ended questions. In the second part, I analyzed the writing tasks that the learners were assigned by the teachers in the school. The results show that teachers do not always use appropriate writing tasks for summative assessment, that they need more support in creating language tests, and that Croatian universities need to do more to prepare future teachers to teach and assess young English language learners.

scholarly journals A Call for Language Assessment Literacy in the Education and Development of English Language Teachers

2015 ◽  
Vol 17 (2) ◽  
pp. 302 ◽  
Author(s):  
Leonardo Herrera ◽  
Diego Fernando Macías
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
Language Teachers ◽  
English Language Teaching ◽  
Assessment Literacy ◽  
Development Programs ◽  
English Language Teachers ◽  
Education And Development ◽  
Numeric Scale

<p>Even though assessment constitutes an essential component of any educational process, pre-service and in-service teachers at large seem to ignore its multiple implications and manifestations. Assessment continues to be regarded mainly as the summative evaluation which informs teachers of students´ success or failure in their learning process based on a numeric scale. This narrowed approach may be due in part to the lack of preparation and training both in teacher education programs and professional development programs. It is the aim of this paper thus to raise awareness of the relevance of Assessment Literacy (henceforth AL) in the field of English language teaching by re-examining some definitions of assessment, reviewing various studies in the area, analysing some models and alternatives for the evaluation and development of AL in English language teaching, and finally, offering conclusions and recommendations for the development of AL among prospective and in-service teachers so that they can better serve the needs of their students and their institutions.</p>

Native-speakerism and ‘hidden curricula’ in ELT training

2018 ◽  
Vol 2 (2) ◽  
pp. 162-187 ◽  
Author(s):  
Robert J. Lowe ◽  
Luke Lawrence
Keyword(s):  
English Language ◽  
Hidden Curriculum ◽  
Native Speaker ◽  
Language Teachers ◽  
Diverse Range ◽  
Beliefs And Practices ◽  
Research Perspectives ◽  
Norms And Values ◽  
English Language Teachers ◽  
Individual Training

Issues surrounding native-speakerism in ELT have been investigated from a diverse range of research perspectives over the last decade. This study uses a duoethnographic approach in order to explore the concept of a 'hidden curriculum' that instils and perpetuates Western 'native speaker' norms and values in the formal and informal training of English language teachers. We found that, despite differences in our own individual training experiences, a form of 'hidden curriculum' was apparent that had a powerful effect on our initial beliefs and practices as teachers and continues to influence our day-to-day teaching.

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