Dòng Nội dung
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How multilingual African contexts are pushing educational research and practice in new directions / Carol Benson // Language and education 2010, Vol24, N.4
2010
p. 323-336

A strong case can be made for developing more flexible and relevant multilingual strate¬gies for teaching and learning within the held of bilingual education. This paper aims to demonstrate how current linguistic and educational practices in countries like Guinea- Bissau, Mozambique and Ethiopia suggest new directions for research and practice. A practical approach is proposed to illuminate the gap between actual language compe¬tence on the part of primary students and teachers and the language competence to which their education system aspires. By applying known language and learning principles, policies and practices can be more realistically directed towards reducing this gap in the short, medium and long terms. This involves a reconstruction of multilingual pedagogy to capitalise on the strengths of learners, teachers and linguistic communities. Mean¬while, there is a need for more research on the following: (1) effective ways to assess multiple language competencies on the part of teachers and learners; (2) the relationship between learners’ multilingual oral competence and literacy; and (3) methodologies that facilitate transfer of skills and knowledge between languages. The implications are that language-in-education policy should be based on what is possible in each sociolinguistic situation and should be flexible enough to offer equitable opportunities for all
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Phản hồi sửa lỗi bằng văn bản trong lớp học ESL / Lê Thùy Dương. // Kỷ yếu hội thảo khoa học giảng viên lần thứ nhất năm học 2021-2022 Khoa tiếng Anh 10/2021
Hà Nội : Đại học Hà Nội, 2021
tr. 45-50

Despite being a common pedagogical tool in ESL classrooms, written corrective feedback, for years, have not received much attention from the practitioners, or ESL teachers, regarding its effectiveness. This paper hopes to shed light on the role played by written corrective feedback in the ESL contexts. A summary of the theoretical debates on the use of written corrective feedback in ESL classrooms will be provided so that teachers have a deeper understanding of how critical is their written feedback in the cause of helping the learners improve their language competence.
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The construct of language competence over time : using high-stakes tests to gain insight into the history of L1 education in England / Filio Constantinou. // Language and Education Vol.33, No 6/2019
UK : Taylor & Francis Group, 2019.
p. 445-468 ; 26 cm.

The construct of language competence lies at the heart of language education, underpinning key processes such as language teaching and language assessment. Acknowledging its prominent position in the field of language education and seeking to illuminate its nature, this study attempted to trace the historical trajectory of the construct of language competence as operationalised in the context of secondary L1 education in England. Through analysing a sample of high-stakes English tests from 1867 to 2017, it identified the meaning that language competence acquired in the domain of L1 assessment – and, by extension, also in the domain of L1 teaching – at different points in time. The study empirically demonstrates the fluid and evolving nature of the construct of language competence, questioning the legitimacy of attempts to compare language ‘standards’ in education across time. Also, it provides a historical insight into aspects of secondary L1 education in England over the last 150 years, highlighting the research potential of high-stakes tests as means of accessing information about the direction, emphasis and mission of language teaching in different historical periods.