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  • Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments /
Tác giả CN Bunch, George C.
Nhan đề Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments /George C. Bunch; Jerome M. Shaw and Edward R. Geaney
Mô tả vật lý p185 - p214
Tóm tắt We report on the development and use an analytical framework designed to articulate the language demands English learners (Els) enconter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, ground in funtional and interactional views of language and language use, focuses on participant structures utilized in performance assessment, associated modes of communication called for and writen texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes ( interpersonal, interpretive and presentional) and a broad array of genres. These demands may present barriers with regards to Els’ s ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved on performance assessments may also present oppotunities, both for expanding the options Els have for drmonstrating thier understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classroom preparing students for more traditional assessments
Đề mục chủ đề Language minority students
Đề mục chủ đề Content-based instruction.
Đề mục chủ đề Performance assessment.
Đề mục chủ đề Science education.
Đề mục chủ đề English learners.
Thuật ngữ không kiểm soát Ngôn ngữ.
Thuật ngữ không kiểm soát Giáo dục.
Tác giả(bs) CN Geaney, Edward R.
Tác giả(bs) CN Shaw, Jerome M.
Nguồn trích Language and education- Vol 24, N.3
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1001|aBunch, George C.
24510|aDocumenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments /|cGeorge C. Bunch; Jerome M. Shaw and Edward R. Geaney
300|ap185 - p214
362|aVol 24, N.3, (May 2011)
520|aWe report on the development and use an analytical framework designed to articulate the language demands English learners (Els) enconter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, ground in funtional and interactional views of language and language use, focuses on participant structures utilized in performance assessment, associated modes of communication called for and writen texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes ( interpersonal, interpretive and presentional) and a broad array of genres. These demands may present barriers with regards to Els’ s ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved on performance assessments may also present oppotunities, both for expanding the options Els have for drmonstrating thier understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classroom preparing students for more traditional assessments
650|aLanguage minority students
650|aContent-based instruction.
650|aPerformance assessment.
650|aScience education.
65017|aEnglish learners.
653|aNgôn ngữ.
6530 |aGiáo dục.
700|aGeaney, Edward R.
7001|aShaw, Jerome M.
773|tLanguage and education|gVol 24, N.3
890|a0|b0|c0|d0

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