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Author: Silvia Melo-Pfeifer
Publisher: Taylor & Francis
ISBN: 1000955621
Category : Language Arts & Disciplines
Languages : en
Pages : 284
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Book Description
This book addresses contemporary issues in the assessment of plurilingual competence and plurilingual learners. Offering theoretical and practical lenses, it contributes towards an integrated and holistic assessment of plurilingual competence and plurilingual learners. The book provides both theoretical considerations and empirical approaches around how the specificities of plurilingual learners can be considered when assessing their various competences. It covers topics relating to learners in a variety of plurilingual settings: from the education of adult immigrants, assessment of young refugees and assessment of students in school and university, to the assessment of plurilingual competence in foreign language education. Showcasing a wide range of international authors, the book provides cutting-edge research in the domain of multilingual foreign, second and heritage language assessment, and assessment of content knowledge of plurilingual students. It bridges the gap between the fields of language policies and practices, research on plurilingual competence, and assessment in language education. Providing new insights into a crucial and contentious issue, this volume will be an essential reading for researchers and postgraduate students in the fields of educational language policies, applied linguistics and multilingualism, in particular those involved in the assessment of plurilingual competence.
Author: Silvia Melo-Pfeifer
Publisher: Taylor & Francis
ISBN: 1000955621
Category : Language Arts & Disciplines
Languages : en
Pages : 284
Get Book
Book Description
This book addresses contemporary issues in the assessment of plurilingual competence and plurilingual learners. Offering theoretical and practical lenses, it contributes towards an integrated and holistic assessment of plurilingual competence and plurilingual learners. The book provides both theoretical considerations and empirical approaches around how the specificities of plurilingual learners can be considered when assessing their various competences. It covers topics relating to learners in a variety of plurilingual settings: from the education of adult immigrants, assessment of young refugees and assessment of students in school and university, to the assessment of plurilingual competence in foreign language education. Showcasing a wide range of international authors, the book provides cutting-edge research in the domain of multilingual foreign, second and heritage language assessment, and assessment of content knowledge of plurilingual students. It bridges the gap between the fields of language policies and practices, research on plurilingual competence, and assessment in language education. Providing new insights into a crucial and contentious issue, this volume will be an essential reading for researchers and postgraduate students in the fields of educational language policies, applied linguistics and multilingualism, in particular those involved in the assessment of plurilingual competence.
Author: Dolors Masats
Publisher: Routledge
ISBN: 1000431770
Category : Foreign Language Study
Languages : en
Pages : 216
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Book Description
Plurilingual Classroom Practices and Participation contributes to a better understanding of plurilingual education in Catalonia by providing a description of the interactional resources mobilised by learners as social actors. This volume is a collection of studies that show interactions containing plurilingual and multimodal sequences that illustrate moments of potential acquisition of aspects of language use. Analysing data collected through ethnographic fieldwork, the studies explore interactions in primary, secondary, and tertiary milieus as well as non-formal settings and examine how participants organise their interaction, their ways of participating, and the resources they mobilise for them. The linguistic policies of the educational settings studied establish the use of a given language but contain samples of plurilingual practices in which languages like Arabic, Catalan, English, French, Greek, Mandarin, Punjabi, Riffian Berber, Spanish and Urdu come into play. The chapters explore the links between these practices and the construction of participation in the ongoing interaction. Although focused on language education in Catalonia, results can be transferred to classrooms worldwide which host plurilingual learners. Thus, the volume is an excellent resource for teachers and researchers interested in plurilingual education and can be used as a reference book in doctoral studies and teacher training programmes in this research field. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Author: Klaus-Börge Boeckmann
Publisher: Council of Europe
ISBN: 9789287171702
Category : Education
Languages : en
Pages : 96
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Book Description
Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers. Yet, in today's societies, learners bring many different languages to school. This means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching. This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson relating to a specific aspect of grammar which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents.
Author: Kate Mahoney
Publisher: Multilingual Matters
ISBN: 1783097280
Category : Education
Languages : en
Pages : 159
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Book Description
This textbook is a comprehensive introduction to the assessment of students in K-12 schools who use two or more languages in their daily life: English Language Learners (ELLs), or Emergent Bilinguals. The book includes a thorough examination of the policy, history and assessment/measurement issues that educators should understand in order to best advocate for their students. The author presents a decision-making framework called PUMI (Purpose, Use, Method, Instrument) that practitioners can use to better inform assessment decisions for bilingual children. The book will be an invaluable resource in teacher preparation programs, but will also help policy-makers and educators make better decisions to support their students.
Author: Geneviève Zarate
Publisher: Council of Europe
ISBN: 9789287132611
Category : Language and culture
Languages : en
Pages : 128
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Book Description
Author: Julie Choi
Publisher: Routledge
ISBN: 1315392445
Category : Foreign Language Study
Languages : en
Pages : 245
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Book Description
Assembling a rich and diverse range of research studies on the role of plurilingualism across a wide variety of teaching and learning settings, this book supports teacher reflection and action in practical ways and illustrates how researchers tease out and analyze the complex realities of their educational environments. With a focus on education policies, teaching practices, training, and resourcing, this volume addresses a range of mainstream and specialized contexts and examines the position of learners and teachers as users of plurilingual repertoires. Providing a close look into the possibilities and constraints of plurilingual education, this book helps researchers and educators clarify and strengthen their understandings of the links between language and literacy and offers them new ways to think more rigorously and critically about the language ideologies that shape their own beliefs and approaches in language teaching and learning.
Author: Sunny Man Chu Lau
Publisher: Springer Nature
ISBN: 3030369838
Category : Education
Languages : en
Pages : 338
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Book Description
This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities. It discusses methodological approaches that enable researchers and educators to observe and interact with these communities and to understand their teaching and learning needs. It also highlights pedagogical approaches and instructional strategies involved with learning and teaching language and/or content curriculum to students across various learning and educational contexts. The book addresses recent debates on the multi/plural turn in applied linguistics and articulates the limitations of these debates - particularly the absence of discussion of social power relations and contexts in applying different theoretical lenses. It features empirical research from primarily North American classrooms to highlight how plurilingual pedagogies take shape in unique educational contexts, resisting monolingual approaches to language in education. Furthermore, it includes commentary/response pieces from established scholars in dialogue with recent plurilingual research in the field, to put the work in critical perspective within extant theories and literature.
Author: Margo Gottlieb
Publisher: Corwin Press
ISBN: 1071897292
Category : Education
Languages : en
Pages : 489
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Book Description
Empowering multilingual learners, families, and teachers With its emphasis on relationship building as the backdrop for linguistically and culturally sustainable assessment, the bestselling second edition of Assessing Multilingual Learners significantly impacted the field of language education. Applying the groundbreaking assessment "as," "for," and "of" learning model to new contexts, this updated third edition offers educators welcoming and encouraging ways to support multilingual learners to succeed in school and beyond. Through eight thoroughly revised chapters, Dr. Margo Gottlieb ties assessment to teaching and learning to foster agency and empowerment for multilingual learners, families, and teachers. This book envisions assessment as a process integral to and embedded in curriculum and instruction through: Assets-based language Student-centered activities Classroom assessment tools Portraits of practice illustrating authentic assessment practices References and resources for stimulating discussion Deep questioning for thinking through processes, dilemmas, or challenges Assessing Multilingual Learners explores the realities and possibilities of classroom assessment as a road to inspire multilingual learners, their families, and teachers to reach great heights.
Author: Margo Gottlieb
Publisher: Corwin Press
ISBN: 1544394500
Category : Education
Languages : en
Pages : 242
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Book Description
What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. “Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.” ~Kathy Escamilla
Author: Mark Wyatt
Publisher: Taylor & Francis
ISBN: 1003853293
Category : Education
Languages : en
Pages : 197
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Book Description
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers’ self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
