ORCID Profile
0000-0001-7389-3717
Current Organisations
University of South Australia
,
University of Melbourne
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Publisher: SAGE Publications
Date: 02-05-2013
Abstract: The increasing influence of sociocultural theories of learning on assessment practices in second language education necessitates an expansion of the knowledge base that teacher-assessors need to develop (what teachers need to know) and related changes in the processes of language teacher education (how they learn and develop it). Teacher assessors need to acquire concepts from erse assessment paradigms they need to learn to use these concepts in developing, using and analysing assessment procedures and results they need to exercise critical perspectives on their own assessment practices for particular purposes in erse contexts, especially in seeking to do justice to all in education. In this paper I argue that, to develop language assessment literacy with the dual goals of transforming teacher assessment practices and developing teacher understanding of the phenomenon of assessment itself and themselves as assessors, it is necessary to reconsider both the knowledge base and the complex processes of language teacher education. I draw on projects I have conducted on developing and investigating teacher understanding and practices in second language assessment, to discuss the need to work with the often tacit preconceptions, beliefs, understandings and world-views about assessment that teacher-assessors bring to teacher professional learning programs and that inform their conceptualizations, interpretations, judgments and decisions in assessment. I discuss the need in developing language assessment literacy for processes that develop teacher-assessors’ capability to explore and evaluate their own preconceptions so as to become aware of how they interpret their own assessment practices and their students’ second language learning. Through these processes they develop a deeper understanding of the interpretive nature of assessment and their own self-awareness as assessors.
Publisher: Palgrave Macmillan UK
Date: 2011
Publisher: Springer Netherlands
Date: 2014
Publisher: Cambridge University Press (CUP)
Date: 2009
DOI: 10.1017/S0261444808005417
Abstract: Teachers of languages, as well as educators in general and employers, increasingly recognise the importance of developing intercultural capability. This recognition, however, brings the question of how this is evidenced as an outcome of learning. The assessment of this capability poses a range of theoretical and practical challenges. I begin with a description of languages learning within an intercultural orientation and a model for understanding assessment. I then discuss issues of conceptualising and defining the construct, as integral to the process of assessment. Next, I consider issues in eliciting intercultural capability in a proposed framework that includes assessment as both communicative performance (elicited in ‘critical moments’) and meta-awareness (elicited in commentaries). To conclude, I discuss issues related to identifying and judging evidence of the development of the intercultural capability and warranting the inferences made about students' developing understanding. The discussion is based on the experience of ongoing studies investigating the assessment of the intercultural capability in learning languages and in international education.
Publisher: Informa UK Limited
Date: 19-06-2014
Publisher: Wiley
Date: 2016
DOI: 10.1111/MODL.12300
Publisher: Informa UK Limited
Date: 09-06-2014
Publisher: Wiley
Date: 14-02-2014
Publisher: Wiley
Date: 18-02-2013
Publisher: Informa UK Limited
Date: 28-08-2015
Publisher: Springer Netherlands
Date: 2014
Publisher: Routledge
Date: 17-06-2004
Publisher: Springer Netherlands
Date: 2014
Publisher: Routledge
Date: 16-10-2023
Publisher: Wiley
Date: 13-05-2010
Publisher: John Benjamins Publishing Company
Date: 2008
DOI: 10.2104/ARAL0805
Abstract: This paper addresses changing meanings attached to the concept of “community” in languages education in the school setting in Australia. The change consists of a shift from “community” as a necessary definitional category, created in the mid 1970s to mark the recognition of languages other than English used in the Australian community, to a recognition, in the current context of increasing mobility of people and ideas, of the need to problematise the concept of “community” towards working with the complexity of the lived, dynamic languages and cultures in the repertoires of students. Intercultural language learning is discussed as a way of thinking about communities in languages education in current times.
Publisher: John Benjamins Publishing Company
Date: 2007
DOI: 10.2104/ARAL0704
Abstract: The internationalisation of education has become a major focus of international, national and institutional attention, reflected in a substantial and expanding literature on how internationalisation is manifested, how it might be promoted, its implications for areas such as government policy, strategic planning and management, educational quality, student mobility, teaching and learning, and the place of language and culture in teaching and learning. There is also general agreement in the literature on the need for internationalisation to include an ‘intercultural dimension’. In this paper, we examine how we are to understand the ‘intercultural dimension’ in higher education. Our approach is based on an analysis of current constructions of this dimension, to argue that these constructions are neither in idually nor in combination capable of meeting the challenge of internationalisation. Drawing on recent studies undertaken at the University of South Australia, we propose culture as ‘intercultural’ as an alternative construction.
No related grants have been discovered for Angela Scarino.