2,061
Views
10
CrossRef citations to date
0
Altmetric
Articles

Towards new standards in foreign language assessment: learning from bilingual education

ORCID Icon
Pages 488-498 | Received 23 Apr 2017, Accepted 31 Aug 2017, Published online: 12 Sep 2017

References

  • Al Masaeed, K. 2016. “Judicious Use of L1 in L2 Arabic Speaking Practice Sessions.” Foreign Language Annals 49 (4): 716–728. doi:10.1111/flan.12223.
  • Andreou, G., and I. Galantomos. 2009. “The Native Speaker Ideal in Foreign Language Teaching.” Electronic Journal of Foreign Language Teaching 6 (2): 200–208.
  • Antón, M. 2009. “Dynamic Assessment of Advanced Second Language Learners.” Foreign Language Annals 42 (3): 576–598. doi:10.1111/j.1944-9720.2009.01030.x.
  • Baker, C. 2011. Foundations of Bilingual Education and Bilingualism. 5th ed.Bristol, UK: Multilingual Matters.
  • Bryant, D., and D. Carless. 2010. “Peer Assessment in a Test-dominated Setting: Empowering, Boring or Facilitating Examination Preparation?” Educational Research for Policy and Practice 9 (1): 3–15. doi:10.1007/s10671-009-9077-2.
  • Buck, G. 1992. “Translation as a Language Testing Procedure: Does It Work?” Language Testing 9 (2): 123–148. doi:10.1177/026553229200900202.
  • Byrnes, H. 2002. “The Role of Task and Task-based Assessment in a Content-oriented Collegiate Foreign Language Curriculum.” Language Testing 19 (4): 419–437. doi:10.1191/0265532202lt238oa.
  • Byrnes, H. 2009. “Systemic-functional Reflections on Instructed Foreign Language Acquisition as Meaning-making: An Introduction.” Linguistics and Education 20 (1): 1–9. doi: 10.1016/j.linged.2009.01.002
  • Canale, M., and M. Swain. 1980. “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing.” Applied Linguistics 1 (1): 1–47. doi:10.1093/applin/I.1.1 doi: 10.1093/applin/1.1.1
  • Carless, D. 2007. “The Suitability of Task-based Approaches for Secondary Schools: Perspectives from Hong Kong.” System 35 (4): 595–608. doi:10.1016/j.system.2007.09.003.
  • Cook, V. J. 1991. “The Poverty-of-the-stimulus Argument and Multi-competence.” Second Language Research 7 (2): 103–117. doi:10.1177/026765839100700203.
  • Cook, V. 1997. “Monolingual Bias in Second Language Acquisition Research.” Revista Canaria de Estudios Ingleses 34 (1): 35–50.
  • Cook, V. 1999. “Going Beyond the Native Speaker in Language Teaching.” TESOL Quarterly 33 (2): 185–209. doi:10.2307/3587717.
  • Cook, V. 2001. “Using the First Language in the Classroom.” Canadian Modern Language Review 57 (3): 402–423. doi:10.3138/cmlr.57.3.402.
  • Cook, V. J. 2016. “Premises of Multi-competence.” In The Cambridge Handbook of Linguistic Multi-competence, edited by V. Cook and L. Wei, 1–25. Cambridge, UK: Cambridge University Press.
  • Creese, A., and A. Blackledge. 2010. “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94 (1): 103–115. doi:10.1111/j.1540-4781.2009.00986.x.
  • Creese, A., A. Blackledge, and J. K. Takhi. 2014. “The Ideal ‘Native Speaker’ Teacher: Negotiating Authenticity and Legitimacy in the Language Classroom.” The Modern Language Journal 98 (4): 937–951. doi:10.1111/modl.12148.
  • Cummins, J. 1984. “Wanted: A Theoretical Framework for Relating Language Proficiency to Academic Achievement among Bilingual Students.” In Language Proficiency and Academic Achievement, edited by C. Rivera, 2–19. Clevedon, UK: Multilingual Matters.
  • Cummins, J. 2000. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, UK: Multilingual Matters.
  • Cummins, J. 2007. “Rethinking Monolingual Instructional Strategies in Multilingual Classrooms.” Canadian Journal of Applied Linguistics/Revue Canadienne de Linguistique Appliquee 10 (2): 221–240.
  • Darling-Hammond, L. 1994. “Performance-based Assessment and Educational Equity.” Harvard Educational Review 64 (1): 5–31. doi:10.17763/haer.64.1.j57n353226536276.
  • Eurydice. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: The Eurydice European Unit.
  • García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Malden, MA: Wiley & Blackwell.
  • García, O. 2017. “Reflections on Turnbull’s Reframing of Foreign Language Education: Bilingual Epistemologies.” International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2016.1277512 doi: 10.1007/978-3-319-02258-1
  • García, G. E., and P. D. Pearson. 1994. “Assessment and Diversity.” In Review of Research in Education, edited by L. Darling-Hammond, Vol. 20, 337–391. Washington, DC: American Education Research Association.
  • García, O., and L. Wei. 2014. Translanguaging: Language, Bilingualism and Education. Basingstoke, UK: Palgrave Macmillan.
  • Hackert, S. 2009. “A Discourse-historical Approach to the English Native Speaker.” In World Englishes – Problems, Properties and Prospects: Selected Papers from the 13th IAWE Conference, edited by T. Hoffmann and L. Siebers, 385–406. Amsterdam, The Netherlands: John Benjamins Publishing Company.
  • Harris, V. 2001. Helping Learners Learn: Exploring Strategy Instruction in Language Classrooms Across Europe, Vol. 483, 81–103. Strasbourg, France: Council of Europe.
  • Hernandez-Chavez, E., M. Burt, and H. Dulay. 1978. “Language Dominance and Proficiency Testing: Some General Considerations.” NABE Journal 3 (1): 41–54. doi:10.1080/08855072.1978.10668343.
  • Higgins, C. 2003. “‘Ownership’ of English in the Outer Circle: An Alternative to the NS-NNS Dichotomy.” TESOL Quarterly 37 (4): 615–644. doi:10.2307/3588215.
  • House, J. 2015. Translation Quality Assessment: Past and Present. London, UK: Routledge.
  • Howatt, A. 1984. A History of English Language Teaching. Oxford, UK: Oxford University Press.
  • Hymes, D. 1964. “Introduction: Toward Ethnographies of Communication1.” American Anthropologist 66 (6): 1–34. doi:10.1525/aa.1964.66.suppl_3.02a00010.
  • Ke, C. 2006. “A Model of Formative Task-based Language Assessment for Chinese as a Foreign Language.” Language Assessment Quarterly 3 (2): 207–227. doi:10.1207/s15434311laq0302 doi: 10.1207/s15434311laq0302_6
  • Kiely, R. 2011. “The Role of L1 in the CLIL Classroom.” In Guidelines for CLIL Implementation in Primary and pre-Primary Education, edited by S. Ioannou-Georgiou and P. Pavlou, 55–65. PROCLIL. http://www.schools.ac.cy/klimakio/themata/anglika/teaching_material/clil/guidelinesforclilimplementation1.pdf
  • Krashen, S. D. 1985. The Input Hypothesis: Issues and Implications. London, UK: Longman.
  • Lasagabaster, D., and J. M. Sierra. 2010. “Immersion and CLIL in English: More Differences than Similarities.” ELT Journal 64 (4): 367–375. doi:10.1093/elt/ccp082.
  • Lewis, G., B. Jones, and C. Baker. 2012. “Translanguaging: Origins and Development from School to Street and Beyond.” Educational Research and Evaluation 18 (7): 641–654. doi:10.1080/13803611.2012.718488.
  • Lin, A. 2015. “Conceptualising the Potential Role of L1 in CLIL.” Language, Culture and Curriculum 28 (1): 74–89. doi:10.1080/07908318.2014.1000926.
  • Macaro, E. 2014. “Overview: Where Should We be Going with Classroom Codeswitching Research?” In Codeswitching in University English-medium Classes: Asian Perspectives, edited by R. Barnard and J. McLellan, 10–23. Bristol, UK: Multilingual Matters.
  • Mahboob, A., and A. Lin. 2016. “Using Local Languages in English Language Classrooms.” In English Language Teaching Today: Building a Closer Link between Theory and Practice, edited by H. Widodo and W. Renandya, 25–40. New York, NY: Springer International.
  • Makoni, S., and A. Pennycook. 2007. Disinventing and Reconstituting Languages. Clevedon, UK: Multilingual Matters.
  • Massler, U. (2011). “Assessment in CLIL Learning.” In Guidelines for CLIL Implementation in Primary and pre-Primary Education, edited by S. Ioannou-Georgiou and P. Pavlou, 114–136. PROCLIL. http://www.schools.ac.cy/klimakio/themata/anglika/teaching_material/clil/guidelinesforclilimplementation1.pdf
  • Mercer, J. R. 1989. “Alternative Paradigms for Assessment in Pluralistic Society.” In Multicultural Education, edited by J. A. Banks and C. M. Banks, 289–303. Boston, MA: Allyn and Bacon.
  • Morrow, K. 2012. “Communicative Language Testing.” In The Cambridge Guide to Second Language Assessment, edited by C. Coombe, P. Davidson, B. O’Sullivan and S. Stoynoff, 140–146. New York, NY: Cambridge University Press.
  • Norton, B. 1997. “Language, Identity, and the Ownership of English.” TESOL Quarterly 31 (3): 409–429. doi:10.2307/3587831.
  • Oller, J. W., and K. Perkins. 1980. Research in Language Testing. Rowley, MA: Newbury House.
  • Oller, J. W., and V. Streiff. 1975. “Dictation: A Test of Grammar-based Expectancies.” ELT Journal 30 (1): 25–36. doi:10.1093/elt/XXX.1.25.
  • Poehner, M., and J. Lantolf. 2005. “Dynamic Assessment in the Language Classroom.” Language Teaching Research 9 (3): 233–265. doi:10.1191/1362168805lr166oa.
  • Poehner, M. E., and R. A. van Compernolle. 2011. “Frames of Interaction in Dynamic Assessment: Developmental Diagnoses of Second Language Learning.” Assessment in Education: Principles, Policy & Practice 18 (2): 183–198. doi:10.1080/0969594X.2011.567116.
  • Robinson, P., ed. 2001. Cognition and Second Language Instruction. Cambridge, UK: Cambridge University Press.
  • Sanchez, S. V., B. J. Rodriguez, M. E. Soto-Huerta, F. C. Villarreal, N. S. Guerra, and B. B. Flores. 2013. “A Case for Multidimensional Bilingual Assessment.” Language Assessment Quarterly 10 (2): 160–177. doi:10.1080/15434303.2013.769544.
  • Shohamy, E. 2011. “Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies.” The Modern Language Journal 95 (3): 418–429. doi:10.1111/j.1540-4781.2011.01210.x.
  • Tamjid, N. H., and P. Birjandi. 2011. “Fostering Learner Autonomy Through Self- and Peer- Assessment.” International Journal of Academic Research 3 (5): 245–252.
  • Tudor, I. 1987. “Using Translation in ESP.” ELT Journal 41 (4): 268–273. doi:10.1093/elt/41.4.268.
  • Turnbull, B. 2016. Reframing Foreign Language Learning as Bilingual Education: Epistemological Changes Towards the Emergent Bilingual. International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2016.1238866.
  • Turnbull, M., and J. Dailey-O’Cain. 2009. “Introduction.” In First Language Use in Second and Foreign Language Learning, edited by M. Turnbull and J. Dailey-O’Cain, 1–14. Bristol, UK: Multilingual Matters.
  • Turnbull, B., and M. Sweetnam Evans. 2017. “L1 and L2 Group Discussions in L2 Reading Comprehension.” Reading in a Foreign Language 29 (1): 133–154.
  • Wang, W., and Q. Wen. 2002. “L1 Use in the L2 Composing Process: An Exploratory Study of 16 Chinese EFL Writers.” Journal of Second Language Writing 11 (3): 225–246. doi:10.1016/S1060-3743(02)00084-X.
  • Wei, L. 2011a. “Formative Assessment in Classrooms: Operational Procedures.” Journal of Language Teaching and Research 2 (1): 99–103. doi:10.4304/jltr.2.1.99-103.
  • Wei, Li. 2011b. “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 43: 1222–1235. doi:10.1016/j.pragma.2010.07.035.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.