Assessing Elf Proficiency in Project-Based Learning  

Oleh:

Okada, Tricia ; Ogane, Ethel ; Milliner, Brett ; Yujobo, Yuri Jody ; Sato, Takanori

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 4, page 65-73.
Topik: English as a Lingua Franca; Project-Based Learning; assessment; listening and speaking
Fulltext: hal 65.pdf (9.39MB)

Isi artikel

English as a Lingua Franca (ELF) is the use of English among speakers of different first languages for whom English is the communicative medium of choice, and often the only option (Seidlhofer, 2011). Our Japanese students have the opportunity to use ELF with teachers and tutors who have different first languages. As many students may go on to work in multicultural and multilingual situations, our goal is to raise student language awareness of ELF contexts. This study, which is part of a larger research project on ELForiented curriculum development, focuses on student assessments of listening and speaking using insights from the literature on ELF and project-based learning (PBL). A range of pedagogical implications has been identified by ELF researchers. Björkman (2013) advocates incorporating listening and speaking materials with a variety of non-native accents, examples of negotiation of meaning and the use of communicative strategies. Kaur (2014) suggests that teachers should encourage students to be explicit at the outset and to pursue understanding through the use of communication strategies such as paraphrasing and repetition. PBL is a pedagogical approach which provides a platform for self-awareness and critical thinking within the framework of 21st century skills (Buck Institute of Education, n.d.; Partnership for 21st century skills, n.d.). Formative and summative assessment protocols and rubrics have been developed to assess student progress in listening and speaking. Critical analysis of video or audio recordings of student interaction with their tutors and student focus group discussions track developments in language awareness in the students.

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