Additional language teacher education and assessment literacy: brief overview and challenges for language teacher education courses in Brazil

Assessment Literacy (Stiggins, 1991; Inbar-Lourie, 2008; Fulcher, 2012; Coombe, 2018) of pre- and in-service additional language teachers is complex and has unique needs (Levi and Inbar-Lourie, 2019). In 2017, an electronic search was carried out to verify the presence of the theme Language Assessment in the subject names, pedagogical projects, curricula and programmes of Language Teacher Education undergraduate and graduate courses in 50 Brazilian federal higher education institutions. 141 [...]

Saberes necessários ao professor para avaliar a aprendizagem de crianças na sala de aula de línguas estrangeiras

In the last few decades, there has been significant growth in the teaching of foreign languages to children in Brazil, particularly the English language. Considering learning assessment as a crucial element in teaching and learning, in this article we discuss teacher’s assessment literacy in this educational field. The data was generated by means of an online questionnaire, which was answered by 151 teachers from all over the country. The original questionnaire consisted in 70 statements [...]

Akwẽ-xerente (Jê), Portuguese and English: teaching intercultural English in a multilingual context for Brazilian indigenous teachers

This work shows a process of teaching-and-learning of English as a third language (L3) for Brazilian native teachers, which occurs in a multilingual context at a higher education course for indigenous teachers in Brazil, mostly composed of bilinguals – as the Akwẽ-Xerente–Portuguese speakers. For this process, of within which several languages coexist in the same […]

Intercultural language teaching in indigenous higher education

This paper presents an overview of the complementary studies of the Intercultural Education course, taken place at the Federal University of Goiás, concerning to the teaching and learning of language in higher education for Brazilian indigenous teachers. This process develops in a intercultural bi / tri / multilingual environment in which several languages and cultures coexist in the same space-time. From the reflection on the sociolinguistic situation and on the intercultural exchange of [...]

English teaching in an intercultural indigenous bi/tri/multilingual context

This paper aims to present a teaching and language dialogue in the process of teaching and learning English in an intercultural bilingual educational context, in multilingual classrooms, at an Intercultural higher education course for indigenous teachers. For this process, within which several languages coexist in the classroom space, it was necessary to develop a bi/tri/multilingual […]

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 [...]

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