Title: Language Assessment Literacy: Mainstream Teachers’ Knowledge and Practice With English Learners in the USA
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Tunde Szecsi, Florida Gulf Coast University, United States
Janka Szilagyi, State University of New York, United States
This presentation reports on a qualitative phenomenological study that explores mainstream classroom teachers’ language assessment literacy as it relates to English learners in the USA. In Southwest Florida, 55 teachers were interviewed about their knowledge and use of English language proficiency assessments in mainstream classrooms. We conducted content analysis of the individual interviews and field note data. The findings indicated that teachers’ knowledge of language proficiency assessments includes: (a) awareness of language proficiency assessments, (b) one size fits all: misuse of content assessment, (c) language proficiencies confined solely to reading skills, and (d) preference for formative assessment. Findings also indicated that teachers’ limited use of language assessment results for guiding instruction, and some teachers’ deficit views of English learners. These findings call attention to further professional development in language assessment literacy and to a more systematic deconstruction of negative views of English learners.
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