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.

Teacher Development: Strategies and Perception

2017 ◽  
Vol 8 ◽  
pp. 69-78
Author(s):  
Padam Lal Bharati ◽  
Subas Chalise
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
English Language ◽  
Development Strategies ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
English Speaking ◽  
Teachers Professional Development ◽  
Clear Idea

Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 145-154
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 681-691
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

scholarly journals Analysis of the Problems in Language Teachers’ Action Research

2017 ◽  
Vol 10 (11) ◽  
pp. 123 ◽  
Author(s):  
Ligang Han
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Action Research Project ◽  
English Language Teachers ◽  
Teachers Professional Development

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.

scholarly journals PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Pham Thi Thanh Thuy
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Efl Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
The Impact

Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

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