Conglomeration or Chameleon? Teachers’ Representations of Language in the Assessment of Learners with English as an Additional Language  

Oleh:

Gardner, Sheena ; Rea-Dickins, Pauline

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Awareness (Full Text) vol. 10 no. 2&3 (2001), page 161-177.
Fulltext: 10.2&3.161-177.pdf (221.66KB)

Isi artikel

Changes in the role and nature of metalanguage used in schools, brought about by the National Literacy Strategy (DfEE, 1988), instigated this paper, which investigates teacher representations of language in relation to assessment contexts. Drawing on Freeman(1994)we analyse not only what is representedin the teachers’use of metalanguage, but also how it is presented – in terms of expression, voice, and source. This study is part of our researchinto the language assessmentof young (5–7 years) learners with English as anAdditional Language (EAL) by language-support teachers working in the mainstreamcontext of Key Stage 1 of the National Curriculum in England and Wales. Our analysis is based on interviews with teachers, transcripts of lessons and classroom-basedassessments, formal written profiles of children’s language development and achievement, and relevant curriculum and policy documents. Our findings question the extent to which representations of language are simply a conglomeration of different fragmentary models of language, or whether they are chameleon-like: teachers speak with different voices as they move through the different discourse communities involved in the assessment process. Introduction The research reported here is part of our work towards a framework for the

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