|
Showing 1 - 10 of
10 matches in All Departments
To meet the needs of adult language learners in modern
communicative contexts, pluralistic approaches to language
education such as Pluricultural Language Education (PLE) are
emerging. These approaches aim to recognise and build on
individuals' full linguistic and cultural repertoires and
trajectories throughout the language learning process. Based on the
CEFR's perspectives on pluriculturalism, autonomous learning and
the action-oriented approach to language use, this volume's
interpretation of PLE involves enhancing language learners'
knowledge and awareness of diversity and individual perspective in
communicative situations, and developing mediation and autonomous
learning skills.This volume mobilises teachers, managers,
curriculum and materials developers, and other stakeholders to
incorporate CEFR-informed pluriculturalism into language education
practice in a flexible, stepwise and contextualised manner.
This volume brings together a collection of chapters outlining the
principles and processes of action research and providing case
studies of practitioner action research completed by teachers in
the ELICOS (English Language Intensive Courses for Overseas
Students) sector in Australia. The Action Research in ELICOS
programme in which the teachers participated was an innovative
collaboration between English Australia, the professional body for
ELICOS, and Cambridge English Language Assessment commencing in
2010 and continuing to the present. An introductory chapter
describes the initiation of the programme and the professional
model adopted to support and facilitate the teachers' research,
while a concluding chapter considers the impact of the programme on
the teachers and on the ELICOS sector more generally. Case studies
by the teachers present the action research processes they
undertook to research receptive and productive skills and
assessment of these skills in their classrooms.
This edited volume deals with some of the salient issues to be
considered when using the Common European Framework of Reference
for Languages (CEFR). There has been little critical and
constructive assessment of CEFR-informed pedagogical practices in
Japan and beyond. Instead, policy issues have been dominant. The
volume focuses on the implementation of the CEFR in language
education institutions, and stresses that the CEFR and its 'Can Do'
statements must be adapted and changed to suit the specific context
they serve. This work is complementary to English Profile Studies
volume 4 (North 2014), which provides examples of the
implementation of the CEFR, with a focus on misconceptions of the
CEFR and how these could be addressed, by offering in-depth case
studies. For a full description of processes it is necessary to
unfold the complexity of language policy and then gain focus by
concentrating mainly on the institutional levels.
This volume takes a framework for validating tests that was
developed in language testing, and applies it to an admissions test
used for biomedical courses. The framework is used to consider
validity in the BioMedical Admissions Test (BMAT). Each chapter
focuses on a different aspect of validity and also presents
research that has been conducted with the test. By addressing all
of the validity aspects identified as important by language
testers, this volume presents a comprehensive evaluation of BMAT's
validity. The processes of evaluation used in the book also promote
a cross-disciplinary approach to assessment research, by
demonstrating how effectively language testing frameworks can be
used in different educational contexts. The authors of the chapters
include Cambridge Assessment staff and medical education experts,
from a wide range of subject backgrounds. Psychologists,
clinicians, linguists and assessment experts have all contributed
to the volume, making it an example of multidisciplinary
collaboration.
This volume outlines the general principles of Learning Oriented
Assessment (LOA), placing it in the context of European language
learning policy. The authors pose three key questions central to
LOA: 'What is learning?' , 'What is to be learned?' and 'What is to
be assessed?'. It focuses on the use of evidence, and how it can be
collected and used to feed back into learning, overviews
large-scale assessment as practised by Cambridge English and
learning-oriented classroom assessment practices, and concludes
with a look at implementing LOA in practice. With fresh insights
into the role of assessment in supporting learning, this volume
will be of considerable interest to assessment practitioners,
teachers and academics, educational policy-makers and examination
board personnel.
This volume provides a theoretical and practical discussion of
mixed methods research and its application in language assessment.
The authors present a discussion of the role of mixed methods
design in language assessment, offering practical illustrations of
different mixed method designs and decisions to be made in
presenting mixed methods research. The volume also includes case
studies from language assessment on the practical application of
mixed methods.
This volume introduces a new concept, 'criterial features', for the
learning, teaching and testing of English as a second language. The
work is based on research conducted within the English Profile
Programme at Cambridge University, using the Cambridge Learner
Corpus. The authors address the extent to which learners know the
grammar, lexicon and usage conventions of English at each level of
the Common European Framework of Reference (CEFR). These levels are
currently illustrated in functional terms with 'Can Do' statements.
Greater specificity and precision can be achieved by using the
tagged and parsed corpus, which enables researchers to identify
criterial features of the CEFR levels, i.e. properties that are
characteristic and indicative of L2 proficiency at each level. In
practical terms, once criterial features have been identified, the
grammatical and lexical properties of English can be presented to
learners more efficiently and in ways that are appropriate to their
levels.
This volume contains a selection of research papers that were
presented at the 15th Annual Language Testing Research Colloquium
(LTRC) on the themes of performance testing, and on aspects of
communication in relation to cognition and assessment. This edited
collection includes contributions reporting research into the
testing of speaking and writing, especially in relation to raters,
tasks and assessment criteria, contributions exploring the
application of various statistical methods in langauge test
validation and contributions addressing the issues relating to
langauge testing in specific contexts with particular candidate
groups. This volume will be of relevance to language testing
specialists concerned with the design, development, delivery and
validation of performance tests, as well as to academic researchers
and graduate students interested in the complex relationship
between cognition and assessment.
The volume reflects on how learners' L2 development between the
ages of 6 and 16 can be coherently described and their L2
assessment defined in terms of socio-cognitive validity. There is
particular focus on the theoretical foundations, language
competence model, development and validation framework, and
evaluation and review processes to provide evidence for the
validity of the Cambridge English family of assessments for
children and teenagers.Academics, assessment professionals and
postgraduate researchers of L2 development in children and
teenagers will find great value in the volume's theoretical
insight, while policy-makers and teachers will gain rigorous
practical advice for the young language learner's classroom and
assessment.
This book introduces the theoretical and empirical bases for the
definition of language learning level in functional 'Can Do' terms
for the English Profile Programme, setting out the ambitions of the
Programme and presenting emerging findings. The English Profile
Programme is an elaboration of the performance level descriptions
of the Common European Framework of Reference for Languages (CEFR)
that is concerned specifically with the English language. The CEFR
has become influential in building a shared understanding of
performance levels for foreign language learners. However, there is
a considerable gap between the broad descriptions of levels
provided, which covers a range of languages and learning contexts,
and the level of detail required for applications such as syllabus
or test design, which this volume addresses. With its combination
of theoretical insights and practical advice, this is a useful work
for academics, policy-makers, curriculum designers, textbook
writers, postgraduate students and examination board staff.
|
You may like...
Poor Things
Emma Stone, Mark Ruffalo, …
DVD
R449
R329
Discovery Miles 3 290
|