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1.
ABSTRACT

This article employs the Common European Framework Reference for Language Acquisition (CEFR) as a basis for evaluating writing in the context of machine scoring. The CEFR was designed as a framework for evaluating proficiency levels of speaking for the 49 languages comprising the European Union. The intent was to impact language instruction so that “mastery” of one language has the same meaning as it does in another. A second objective is to provide a crosswalk for what one automated writing evaluation (AWE) system does in attending to the dimensions of the framework. The CEFR Framework is divided into five traits and different proficiency levels. The question then becomes: Does the AWE system attempt to measure these dimensions of writing? And, if so, how is this operationalized? Is it measuring aspects of communication that are not specified? The goal here is to create a common vocabulary between the writing community and those interested in AWE systems as to what is actually being measured by their software, and mapping that to a developmental scale of writing performance.  相似文献   

2.
ABSTRACT

In the field of second and foreign language learning, the Common European Framework of Reference for languages (CEFR) is widely-used for setting language proficiency standards within European, and increasingly global, contexts. Few studies, however, have investigated the ways in which systemic, macro-level factors within national educational contexts may influence standard setting practices using the CEFR. In this paper, we explore this issue through an analysis of recorded discussions within standard setting sessions for the Épreuve Commune for English, a national English language examination in Luxembourg. The data reveals four key sources of influence on standard setting decision-making: Luxembourg’s unique language ecology, streamed schooling, the national curriculum, and an ongoing exam reform project. Through this analysis, we argue that Luxembourg functions as a critical case illustrating the tension between international standards of language proficiency and local realities.  相似文献   

3.
ABSTRACT

The government of the Sultanate of Oman actively promotes the value of English as a global lingua franca to support modernization and national economic growth. This policy, however, creates difficulties for many teachers, who find themselves implementing certain practices that conflict with a vision of English language teaching (ELT) that accords with humanist values. They find themselves adopting forms of instruction that reduce English to a matter of drills and skills. This essay draws on an inquiry that I facilitated with the help of four Student Teachers during their practicum. The inquiry involved asking them to keep reflective journals in an effort to place their teaching in a critical perspective exposing the contradictory nature of their professional situation. The journals show their struggle with the ELT status quo at their cooperating schools, while revealing their commitment to opening up educational opportunities for their students beyond what the curriculum prescribes.  相似文献   

4.
ABSTRACT

This article examines the ideologies present in Colombian official policy for English language teaching (ELT) and traces the links between governmental planning for state-funded schools and school pedagogical practices. Building on analysis of interviews with policy agents, policymakers’ pronouncements, documents and classroom observations, the article contends that instead of working towards educational equity, official policy actions are creating a new breach amongst state-funded schools, that is, between schools that are ‘focalised’ and others that are not. The national high-stakes exam for school leavers and the strategy of presenting policy goals and outcomes as a constant challenge perpetuate the knowledge-based economy ideology in the policy documents and pose a limit to teachers’ and schools’ decisions. The paper concludes with a call for a clear analysis of the material contexts of the ELT policy by policy actors at the macro-level and teacher agency that leads to student language learning despite policy constraints.  相似文献   

5.
ABSTRACT

There are quite a few challenges in the development of an automated writing placement model for non-native English learners, among them the fact that exams that encompass the full range of language proficiency exhibited at different stages of learning are hard to design. However, acquisition of appropriate training data that are relevant to the task at hand is essential in the development of the model. Using the Cambridge Learner Corpus writing scores, which have been subsequently benchmarked to Common European Framework of Reference for Languages (CEFR) levels, we conceptualize the task as a supervised machine learning problem, and primarily focus on developing a generic writing model. Such an approach facilitates the modeling of truly consistent, internal marking criteria regardless of the prompt delivered, which has the additional advantage of requiring smaller dataset sizes and not necessarily requiring re-training or tuning for new tasks. The system is developed to predict someone’s proficiency level on the CEFR scale, which allows learners to point to a specific standard of achievement. We furthermore integrate our model into Cambridge English Write & ImproveTM—a freely available, cloud-based tool that automatically provides diagnostic feedback to non-native English language learners at different levels of granularity—and examine its use.  相似文献   

6.
ABSTRACT

This introduction unpacks the scope of the special issue (SI), and underscores the guest editors’ desire to prompt readers to engage with and reflect upon critical assumptions and unanswered questions within—and pertaining to—ELT.  相似文献   

7.
The issue of neoliberalism has aroused sustained interest among English language teaching (ELT) and applied linguistic researchers who are politically minded. Neoliberalism is a dominant rationality with immense economic, political and ideological consequences in all aspects of social and institutional life in globalization, including foreign language education. This article presents a critical analysis of the neoliberal discourse on English language learning in the Chinese context with a special focus on teaching materials. Informed by a political economy perspective on English language education, the study employs critical discourse analysis (CDA) as a methodological principle. Specifically, it examines the way (a) competence in English is commodified as a desirable linguistic cultural capital, (b) English learning is portrayed as an individualized and asocial undertaking, and (c) a monolingual and monocultural dream is built to include learners in an imagined homogeneous discourse community. Implications for ELT pedagogy and curriculum are discussed.  相似文献   

8.
英语教学的最终目的是要培养学生运用英语交际的能力。成功的教学活动是师生之间良好的沟通，最佳效率也来自于师生之间有效的合作。因此，“问与答”是以学生为中心的教学中重要且不可缺少的一部分。本研究通过课堂录音和问卷调查的方法。从协商的角度就“问题”作为输入，“问题”作为指导和“问题”作为互动三方面对课堂会话中的“问题”作了深入系统的分析，着重强调了“问题”的动态特征。以期对教学实践有一定的启发。  相似文献   

9.
本文主要运用标准设立的方法探讨了商务汉语考试（BCT）与欧洲语言共同参考框架（CEFR）之间的等级对应关系,研究结果表明：商务汉语考试（BCT）和欧洲语言共同参考框架（CEFR）之间存在着一定的等级对应关系,商务汉语考试（BCT）涵盖了《框架》中从A2到C1这样一个标准等级序列;这种等级序列的分距之间在商务汉语考试（BCT）中表现得非常和谐,体现了商务汉语考试（BCT）作为跨度考试的特点;文章最后总结了BCT与CEFR之间的等级关系。  相似文献   

10.
ABSTRACT

The authors detail the discourse patterns observed within mathematics and science classes at specialized STEM (science, technology, engineering, and mathematics) high schools. Analyses reveal that teachers in mathematics classes tended to engage their students in authoritative discourse while teachers in science classes tended to engage students in dialogic discourse. The authors examined variations in the type of discourse in relationship to the discipline being taught, the educational level of the teacher, and course requirements were also explored.  相似文献   

11.
ABSTRACT

The purpose of this study was to explore the societal orientations (individualist vs. collectivist) of educational aims, in constructions of teacher professionalism framed by the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) insight and lesson reports. The critical discourse analysis of OECD TALIS documents suggests that the OECD discourse on teacher professionalism attested to a dual orientation: individualist and anti-collectivist. Our results contribute to the theoretical understanding of the educational aims of the OECD, which lead the global discourse in education, and of the cultural orientation that is part of its conceptualization of new professional teaching. The article discusses the implications of its findings.  相似文献   

12.
ABSTRACT

This study uses critical discourse analysis (CDA) to examine Organisation for Economic Cooperation and Development (OECD) texts on teacher quality and the Teaching and Learning International Survey (TALIS) framework. Specifically, it explores the forewords of documents written by OECD leaders, which we believe are charged with meanings related to the Global Education Reform Movement (GERM) discourse. We suggest that CDA of the texts sheds light on the manner in which OECD leaders attempt to gain normative control in the teacher quality discourse. Based on Fairclough’s three-dimensional framework for studying discourse, our analysis shows that the OECD (a) uses a discourse of fear to market teacher quality in light of global changes, implicitly framing teachers as ‘bad teachers’; (b) advocates reliance on the organization as a protector and (c) promises a remedy by regulating teachers in the name of effectiveness and the knowledge economy. The study offers a nuanced insight into OECD efforts to promote normative control in the teacher quality discourse, using three dimensions of discourse (i.e. the textual micro linguistic dimension, the meso-interdiscursive dimension, and the macro sociocultural dimension) that help gain ideational powers.  相似文献   

13.
ABSTRACT

It is well established that China has emerged as a major economic power, resulting from the nation’s neoliberal modernization. What is less understood is the socio-cultural and educational impact of this change on public institutions. This article focuses on the education system, which is currently seen as central to delivering the nation’s modernization project, particularly through suzhi jiaoyu (education for quality). More specifically, we engage with a pervasive public discourse of a boy crisis. We suggest the need critically to explore the local (national) meanings within a contemporary Chinese context of this assumed projected crisis that appears to be established as a western phenomenon. We argue that the discourse of a boy crisis can be read as a strategic move to re-inscribe an earlier discourse, that of the boy preference, that in turn is discursively linked to nation building at a time of globally inflected socio-economic transformations.  相似文献   

14.
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity.

Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry.

Sample: Two small student groups investigating the burning of a candle under a jar participated in this study.

Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions).

Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement.

Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.  相似文献   

15.
ABSTRACT

Discourse has featured in studies of educational policy as an analytic and methodological tool, theoretical frame, realm of implication, and even a foundational definition of educational policy itself (e.g.) Despite the centrality of discourse as a frame for exploring educational policy and its implications, the ways that discourse is defined or operationalized in educational policy research are often left implicit which can lead to murky relations to larger onto-epistemological questions of how we construct findings from data as well as the nature of policy. In this interpretive analysis, we synthesize a corpus of 37 peer-reviewed journal articles that bring together educational policy and analyses of discourse from varying theoretical and methodological perspectives in order to better understand the breadth and scope of how discourse is defined and operationalized in studies of educational policy, including in ways that are sometimes incommensurate with authors' stated theoretical and methodological positions. After first laying the theoretical groundwork for analyses of discourse in the field of educational policy, we then illustrate how discourse analysis is used differently, and sometimes inconsistently, within contested paradigmatic landscapes. We conclude with an argument for discussions across theoretical frameworks and methodological paradigms about how the concept of discourse lends itself to different epistemological vantage points on educational policy.  相似文献   

16.
ABSTRACT

Using the notion of structure of feeling by Raymond Williams, this article seeks to illuminate an ideological understanding of Korean English teachers’ anxiety and deep sense of insecurity in English language teaching (ELT). Through a discussion of how their anxiety is grounded deeply within unequal social relations and how they reframe their anxiety through critical reflection on the cultural and ideological bias of their own anxiety, it points out the intricate relationship between ideology and emotion; teachers’ emotions are shaped by dominant ideologies that constitute the social structures constraining their position as teachers, while their engagement with those emotions also enables their self-transformation towards gaining confidence as teachers. The results of the study emphasise the tension between social structure and agency in teachers’ emotional experiences and discuss implications for teacher education and development.  相似文献   

17.
ABSTRACT

In the UK, higher education (HE) policy discourse over the past 60 years has advocated flexible part-time HE for social mobility, personal development, economic advantage and leisure. However, part-time undergraduate HE in the UK is in steep decline. Against this backdrop, we were interested in how universities promote, or fail to promote, part-time study options today. We built a corpus of 90 UK undergraduate prospectuses for 2018 entry (5,673,799 words). Using a corpus-assisted discourse analysis approach, we found significant mismatch between policy discourse and marketing discourse regarding part-time study. In particular, we found that UK university marketing discourse positions full-time study as the dominant mode of study and writes of part-time study as ‘second-best’. This discourse mismatch is particularly marked when it comes to the elite Russell Group of universities. Viewing the absence of strong promotional discourse relating to part-time study alongside other factors such as increased tuition fees and the rise of global online education platforms adds a new perspective to the decline of flexible part-time undergraduate HE at campus-based universities in the UK.  相似文献   

18.
The Common European Framework of Reference for Languages (CEFR) has emerged as a global policy in language education which has been ‘borrowed’ by nations across the world. This paper presents a critical analysis of Malaysia’s borrowing of the CEFR as part of English language curriculum reform with particular reference to policy motivation and implementation processes as outlined in the English Language Education Roadmap for Malaysia (2015–2025). The analysis draws on Phillips and Ochs’s (2003, “Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices.” Comparative Education 39 (4): 451–461.) framework for examining educational policy borrowing to highlight challenges as well as prospects of the implementation of the global policy in higher education in Malaysia.  相似文献   

19.
《教育政策杂志》2012,27(1):3-22
ABSTRACT

Recent ‘obesity’ preventions focus heavily on children, widely regarded as the future of society. The National Child Measurement Programme (NCMP) is a flagship government programme in England that annually measures the Body Mass Index (BMI) of children in Reception (aged 4–5) and Year 6 (aged 10–11) in order to identify ‘at risk’ children and offer advice to parents. Using Foucauldian discourse analysis this study explores how discourses within the programme construct fatness. The NCMP materials contain three key interrelated themes (concerning the hidden threat of ‘obesity’, the burden of ‘obesity’, and bodies that pose a greater risk) that combine to construct a ‘grotesque discourse’ of apocalyptic public health. ‘Obesity’ is constructed as a social and economic catastrophe where certain bodies pose a greater threat than others. We argue that this discourse has the potential to change health service policy in markedly regressive ways that will disproportionately impact working-class, Black, Asian, and mixed race families.  相似文献   

20.

This article examines the workings of a discourse of normalcy for a group of black Christian fundamentalist students. Focusing on the intersection of religion and race the essay analyzes the representation of Jewish people as dark and other, while constructing Christians who are white and normal. The inversion of racial identities unfolds in contradictory ways, reinscribing a discourse of colorblindness while simultaneously reifying categories of race. Through discourse analysis the article discusses how the political moves in both centrifugal and centripetal directions to construct a "universal" (Eurocentric) Christian identity while suppressing subgroup differences.  相似文献   

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