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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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Enhancing H1N1 Preparedness Planning and Implementation for Limited English Proficiency (LEP) Populations in Northeast Philadelphia ...
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Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
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In: Dissertations (2021)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Can We Speak?: Approaching Oral Proficiency in the EFL Classroom
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| 6 |
Teaching to the test: The effects of coaching on English-proficiency scores for university entry
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
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The Role of English Proficiency in the Adaptation of Ukrainian Immigrant Children and Youth in Saskatchewan, Canada
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| 8 |
English Proficiency as a Predictor of ACT Scores: A Predictive Correlational Study
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In: Doctoral Dissertations and Projects (2021)
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| 9 |
Educating Clinicians to Improve Telemedicine Access for Patients with Limited English Proficiency
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In: Challenges; Volume 12; Issue 2; Pages: 34 (2021)
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| 10 |
Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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Abstract:
Assessment of foreign/second language (L2) oral proficiency is known to be complex and influenced by the local context. In Sweden, extensive assessment guidelines for the National English Speaking Test (NEST) are offered to teachers, who act as raters of their own students’ performances on this high-stakes L2 English oral proficiency (OP) test. Despite guidelines, teachers commonly construct their own NEST scoring rubric. The present study aims to unveil teachers-as-raters’ conceptualizations, as these emerge from the self-made scoring rubrics, and possible transformations of policy. Data consist of 20 teacher-generated scoring rubrics used for assessing NEST (years 6 and 9). Rubrics were collected via personal networks and online teacher membership groups. Employing content analysis, data were analysed qualitatively to examine (i) what OP sub-skills were in focus for assessment, (ii) how sub-skills were conceptualized, and (iii) scoring rubric design. Results showed that the content and design of rubrics were heavily influenced by the official assessment guidelines, which led to broad consensus about what to assess—but not about how to assess. Lack of consensus was particularly salient for interactive skills. Analysis of policy transformations revealed that teachers’ self-made templates, in fact, lead to an analytic rather than a holistic assessment practice.
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Keyword:
analytic assessment; ATD; English as a second/foreign language; high-stakes testing; holistic assessment; interaction strategies; language assessment; oral proficiency; scoring rubrics; teachers-as-raters
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URL: https://doi.org/10.3390/languages6040204
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| 11 |
The Relationships between Second Language Speakers’ Oral Productions, Oral Proficiency, and their Individual Differences: A Longitudinal Study
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In: Applied Linguistics and English as a Second Language Dissertations (2021)
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| 12 |
Graphic Novels for Multimodal Learning: Equity for English Learners
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In: Language Arts Journal of Michigan (2021)
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Visión del alumnado universitario sobre el fomento del inglés en la educación superior ; University students’ view of English language development in higher education
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| 14 |
English language entry requirements in EMI degree programmes at bachelor level in Italy
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| 15 |
Formative Language Assessment for English Learners- An Exploration of Vocabulary Diversity Indices in Writing CBM
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| 16 |
Spoken Barriers: The Effects of Spanish-English Interpretation Within the United States Health System
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In: Honors Theses, University of Nebraska-Lincoln (2021)
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| 17 |
Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?
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| 18 |
English proficiency of Vietnamese business graduates: Requirements of government, private universities, and foreign employers
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Le, Tien Tung. - : Edith Cowan University, Research Online, Perth, Western Australia, 2020
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In: Theses: Doctorates and Masters (2020)
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| 19 |
English-language reading in the Netherlands and its consequences on Dutch-language publishing
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| 20 |
Supporting International Ab Initio Flight Students Through English Language Training
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In: National Training Aircraft Symposium (NTAS) (2020)
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