Resources for English for Academic Purposes

The e-book "Resources for Training English Teachers for Academic Purposes", written by teachers and doctors Marília Mendes Ferreira and Carolle MacDiarmid, is the result of a collaborative project between the University of São Paulo and the University of Glasgow. The initiative was part of the UK-Brazil Collaboration Call in English, a call to support applied research in English conducted by the British Council between 2018-2019. Divided into two parts, the book presents a summary of the [...]

Language assessment literacy for learning-oriented language assessment

This paper reflects on the findings of a small-scale and exploratory study which attempted to explore whether and how learning-oriented assessment opportunities might be revealed in, or inserted into formal speaking tests, order to provide language assessment literacy opportunities for language teachers teaching in test preparation courses as well as teachers training to become speaking test raters. Hamp-Lyons and Green (2014) closely studied a set of authentic speaking test video samples [...]

Translanguaging as a Practical Theory of Language

This article seeks to develop Translanguaging as a theory of language and discuss the theoretical motivations behind and the added values of the concept. I contextualize Translanguaging in the linguistic realities of the 21st century, espe- cially the fluid and dynamic practices that transcend the boundaries between named languages, language varieties, and language and other semiotic systems. I highlight the contributions Translanguaging as a theoretical concept can make to the debates over [...]

Cascading training down into the classroom: The need for parallel planning

Cascade models of in-service training are widely considered to be a cost effective means of introducing educational change to large numbers of teachers. Data from 511 teachers completing a cascade training programme that introduced current ideas about and procedures for teaching English to young learners, suggests that the factors determining whether cascade training aims actually reach the classroom are complex. The paper considers implications for cascade project planning, suggesting it [...]

Current Perspectives on Teaching World Englishes and English as a Lingua Franca

The purpose of this article is to explore recent research into World Englishes (henceforth WEs) and English as a Lingua Franca (ELF),1 focusing on its implications for TESOL, and the extent to which it is being taken into account by English language teachers, linguists, and second language acquisition researchers. After a brief introduction comparing the current situation with that of 15 years ago, I look more closely at definitions of WEs and ELF. Then follows an overview of relevant [...]

Language and superdiversity

This paper explores the scope for research on language and superdiversity. Following a protracted process of paradigm shift, sociolinguistics and linguistic anthropology are well placed to engage with the contemporary social changes associated with superdiversity. After a brief introductory discussion of what superdiversity entails, the paper outlines key theoretical and methodological developments in language study: named languages have now been denaturalized, the linguistic is treated as [...]

The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact

Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and [...]

Decoloniality and language teaching: perspectives and challenges for the construction of embodied knowledge in the current political scene

This article looks at the recent Brazilian public educational policies and the attempt to naturalize the ideology of dominant groups that are opposed to the legitimization of the epistemological diversity of marginalized groups and/or opponents of their beliefs. Based on the Freirean approach and decolonial theories (CASTRO-GÓMEZ; GROSFOGUEL, 2007; LANDER, 2005; MIGNOLO, 2009; MORENO, 2005; […]

Developing lower secondary learners’ awareness of cultural diversity through projects

In today’s highly interconnected world, contact with different cultures is increasingly frequent. The 21st century skills framework highlights social and cross-cultural skills, the importance of respecting cultural differences and communicating effectively with people from a range of social and cultural backgrounds. Considering that lower secondary learners are still developing the ability to consider diverse perspectives and that this occurs significantly in mid-adolescence, lower [...]

A framework to assess teenage learners’ performance via project work

Projects are often listed among alternative tools for assessment, especially when talking about teenagers. The reason for this seems to be clear, as project work is potentially motivating, stimulating and challenging, allowing learners to show what they can do. Besides, it generates a lot of data, and is therefore a rich tool to gather evidence of learners’ production and of learning. In this article, Leticia Moraes gives some insights on possible ways of approaching the assessment of [...]

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