The empowerment of the learner to cope with changes and challenges
brought about by Meta Capitalism is discussed in two classroom
research projects. The University of Hanover project deals with
subjective theories of teachers and learners on portfolio (self-)
assessment at the tertiary level of language learning, which should
be seen against the background of the European Language Portfolio.
The overall evaluation is positive and recommends the portfolio as
a tool to bridge learning, teaching and assessment. The University
of Wollongong project (Australia) reveals culture-specific aspects
and beliefs on language learning and teaching, which are determined
by multiculturalism and challenged by multiliteracies, including
electronic literacy to be developed by staff and students.
Contents: George Mickhail: MetaCapitalism: The New Politics of the
New Academy - Rita Kupetz: Subjective Theories of Two Teachers and
Their Learners' Beliefs on Portfolio (Self-)Assessment - Eamon
Kiernan: Portfolio Assessment in Language Education: A Theoretical
Justification and the Results of a Classroom-Based Research Project
- Jill Schneller: Portfolio (Self-) Assessment in EFL Composition
Courses - Gaetano Rando: Non-English-Speaking Background Students
in Australian Univerisities and the Question of Academic English:
The Wollongong Experience - Rita Kupetz: Culture-Specific Beliefs
on Teaching in a Changing University Context as Observed at the
University of Wollongong, NSW, Australia.
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