24,655 research outputs found
From mythical 'standard' to standard reality: the need for alternatives to standardized English language tests
Get PDFThis position paper builds on three of our earlier publications on the same subject (Jenkins & Leung 2014; Leung, Lewkowicz & Jenkins 2016; Jenkins & Leung 2017), as well as a number of conference papers we have given both jointly and individually. However, what we have not done up to this point is to propose alternatives to the large-scale standardized English tests administered by the major international examination boards, of which we have been so critical, despite the fact that we have been discussing other possibilities among ourselves for several years. The opportunity to publish a position paper on English language assessment therefore provided an ideal opportunity to present our alternatives, and this we do in the final part of the paper
Mediating communication - ELF and flexible multilingualism perspectives on the Common European Framework of Reference
Get PDFThe Common European Framework of Reference for Languages (CEFR) is a major international benchmarking resource used for curriculum development and assessment. The elaboration of the concept of multilingual mediation in the 2018 Companion Volume of the CEFR is a timely addition to the original publication in 2001. Amongst other things, it acknowledges an important aspect of contemporary language communication. In this article we examine the ways in which multilingual mediation is characterized and operationalized in the rating scales and the associated descriptors. We argue that some significant dimensions of mediation, such as emotional intelligence, can only be understood in context and they cannot be easily rated on any exonormative scale. Drawing on data from English as a Lingua Franca research, we show that the tendency to portray mediation as largely concerned with cross-lingual information transfer is a partial capture; it misses the agentive richness in multilingual communication that can dynamically open up semantic spaces and generate fluid discourse interactions. We suggest that there is room for more flexible reckoning of mediation to allow for situated language sensibilities and practices in discourse interaction
English as a Lingua Franca
No full textSpeakers of English as a lingua franca (ELF) represent the largest contemporary group of English users around the world. Much empirical research into the phenomenon of ELF over the past 10 years or so has focused on identifying the linguistic regularities of their English in diverse contexts of use. More recently, research has demonstrated the extent to which ELF is characterized by extensive online variability, with speakers accommodating their English to an extent not found in other language use, so as to make it appropriate to the interaction in hand and the diverse interlocutors involved.The acknowledged variability of ELF has resulted in a dilemma for English language teaching and assessment. That is, grammatical and pragmatic norms conventionally associated with an idealized “standard” version of the native language no longer seem appropriate as benchmarks, because the majority of ELF use takes place among non-native English speakers. English language assessment thus needs to develop new benchmarks that are able to evaluate the degree to which ELF users’ English is fit for purpose.This chapter begins by discussing ELF from the perspective of teaching and learning, and, in doing so, dispels the myth that ELF eschews any kind of standards. It goes on to explore the notion of “standard” English and the extent to which it is grounded in language ideology rather than appropriate use of language in context, as well as the ways in which this ideology is being reinforced by the powerful transnational English language testing enterprises and, in turn, diverting attention from the changes needed in English language teaching. Finally, taking note of work in the field of critical language assessment and paying attention to empirical findings regarding ELF-mediated communication, the factors that need to be taken into account in order to enrich the agenda for future developments are considered
Uses of first and foreign languages as learning resources in a foreign language classroom
No full textIn South Korea, many senior high school English teachers consider Korean as a helpful medium of instruction for their subject, although many also feel that they need to develop students' practical command of spoken English, and, therefore, they also see the need to use English as a medium for teaching. This article provides an account of an exploratory study of how Korean, the students' first language (L1), and English, a foreign language (L2), are used as communication and pedagogic resources in English lessons taught by an experienced teacher. We will focus on the ways in which the two languages are used to manage classroom interactions and to facilitate teaching and learning activities. Drawing on concepts and analytic frameworks from the fields of formative assessment, code-switching/translanguaging and classroom discourse analysis, this paper aims at making a contribution to the renewed debate on the use of L1 in L2 learning and teaching. Copyright © 2017 AsiaTEFL.org. All rights reserved
English for Academic Purposes: a need for remodelling
No full textEnglish for Academic Purposes (EAP) is an established domain of research, teaching, and assessment within additional/second language education. In this article we examine the conceptualisation of English that underpins much of its current thinking and pedagogic practice, and raise questions of validity and claims of ‘fit-for-purpose’. In particular we explore issues underpinning EAP assessment and argue that there is a need to reconceptualise the basis of the language model. We propose that given the complex and changing practices in academic communication, there is a good case for broadening the established understanding of Academic English to better reflect target language use. The principles and arguments underlying this discussion are relevant to assessment as well as to EAP more broadly
BENJAMIN CONSTANT AND THE PRINCIPES DE POLITIQUE
No full textopenQUESTO LAVORO FORNISCE UNA PANORAMICA SUL PENSIERO POLITICO DI BENJAMIN CONSTANT, PARTENDO DALL'OPERA DEL 1815 "PRINCIPES DE POLITIQUE APPLICABLES A TOUS LES GOUVERNEMENT".
NEL PRIMO CAPITOLO SONO ESPOSTI ALCUNI DATI BIOGRAFICI RIGUARDO ALL'AUTORE, NEL SECONDO CAPITOLO VIENE PRESENTATO IL PENSIERO DI CONSTANT RIGUARDO ALLA COSTITUZIONE, NEL TERZO CAPITOLO SONO PRESENTANTI I POTERI FONDAMENTALI CHE L'AUTORE TRATTA, NEL QUARTO CAPITOLO VIENE PRESENTATO IL PENSIERO DELL'AUTORE RIGUARDO ALLA SOCIETA' E, NELL'ULTIMO CAPITOLO, SI TROVANO ALCUNI CONFRONTI TRA BENJAMIN CONSTANT ED ALTRI AUTORI, COME ROUSSEAU E MONTESQUIEU.THIS WORK PROVIDES AN OVERVIEW OF BENJAMIN CONSTANT'S POLITICAL THOUGHT, STARTING FROM THE 1815 WORK "PRINCIPES DE POLITIQUE APPLICABLES A TOUS LES GOUVERNEMENT".
IN THE FIRST CHAPTER SOME BIOGRAPHICAL DATA ABOUT THE AUTHOR ARE PRESENTED, IN THE SECOND CHAPTER CONSTANT'S THOUGHT ON THE CONSTITUTION IS PRESENTED, IN THE THIRD CHAPTER THE FUNDAMENTAL POWERS THAT THE AUTHOR DEALS WITH ARE PRESENTED, IN THE FOURTH CHAPTER THERE IS THE AUTHOR'S THOUGHT ABOUT SOCIETY AND, IN THE LAST CHAPTER, THERE ARE SOME COMPARISONS BETWEEN BENJAMIN CONSTANT AND OTHER AUTHORS, LIKE ROUSSEAU AND MONTESQUIEU
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