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Foreign Language Assessments And Interpretive Communication: A Literacy-Based Perspective, Kate Paesani
Foreign Language Assessments And Interpretive Communication: A Literacy-Based Perspective, Kate Paesani
Kate Paesani
This presentation proposes a reconceptualization of interpretive communication through the lens of foreign language (FL) literacy and the multiliteracies framework. The communicative modes and multiliteracies frameworks are similar because they suggest curricular goals for FL programs grounded in cultural content and adopt a broad understanding of communication in which language modalities are overlapping. They differ because the multiliteracies framework additionally outlines a pedagogical approach that puts into practice goals, content, and communication and foregrounds texts as the core content of FL courses. Indeed, the literacy-based learning processes of interpretation, collaboration, problem solving, and reflection expand our understanding of how learners …
Aligning Goals, Objectives, And Assessments: A Multiliteracies Perspective, Kate Paesani, Heather Willis Allen
Aligning Goals, Objectives, And Assessments: A Multiliteracies Perspective, Kate Paesani, Heather Willis Allen
Kate Paesani
In this session, we show how goals, objectives, and assessments in introductory foreign language (FL) programs can be articulated to reflect principles of the multiliteracies framework. Using the backward design model, we consider how to create instructional goals that reflect linguistic, cognitive, and sociocultural dimensions of literacy and how to align objectives with principles of interpretation, collaboration, problem solving, and reflection. We further argue that to effectively measure objectives, assessments should view language and literacy broadly, be multidimensional, and link clearly to teaching and learning. This literacy-based approach thus represents a shift away from the emphasis on acquisition of language …
Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather Willis Allen, Beatrice Dupuy, Kate Paesani
Assessment Practices In The Post-Communicative Era: A Multiliteracies Perspective, Heather Willis Allen, Beatrice Dupuy, Kate Paesani
Kate Paesani
Although numerous integrated approaches to foreign language teaching and learning have emerged during the “post-communicative era,” assessment practices have not kept pace with changes reflected within these approaches. Assessment practices often remain form-focused, oriented toward isolated language competencies, and devoid of focus on expression or interpretation of meaning. Yet, as Kern (2000) stated, “what is evaluated constitutes the de facto curriculum and how it is evaluated reflects the de facto philosophy of learning and teaching” (p. 267). In other words, when assessment practices focus on forms and isolated skills while lacking a focus on meaningful communication, instructors see mastery of …