Questões de Inglês do ano 2023

Text V

Language Assessment and the new Literacy Studies

Some Final Remarks

    Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

    The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

    Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

    The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

    The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.

From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.

Text V

Language Assessment and the new Literacy Studies

Some Final Remarks

    Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

    The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

    Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

    The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

    The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.

From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.

Text V

Language Assessment and the new Literacy Studies

Some Final Remarks

    Planning language assessment from a structuralist view of language has been a fairly easy task, since it aims at testing the correct use of grammar and lexical structures. This has been a very comfortable way to evaluate students’ performance in many regular schools or language institutes due to the stability of standardized answers. From the perspective of the new literacy studies, the comfort of teaching and assessing objective and homogeneous linguistic contents is replaced by a wider spectrum of language teaching and assessing possibilities, whose key elements turn to be difference and critique. Typical activities based on this new approach would enable students to make and negotiate meanings in a much more flexible way, corroborating the novel notion of unstable, dynamic, collaborative and distributed knowledge.

    The inclusion of contents of such nature in language assessments may be, at a first glance, a very laborious process due to the fact we are simply not accustomed to that. Actually, we sometimes find ourselves deprived from the teaching skills necessary to apply a more critical teaching approach, a fact that is much the results of our positivist educational background.

    Nonetheless, since the emergent digital epistemology will require subject more capable of designing and redesigning meaning critically towards a great deal of representational modes, we need to reconsider our teaching approaches, go further and seek theories that take such issues into account. By redefining the notions of language and knowledge, we, thus, assume that the new literacy studies from the last decades may offer very good insights to the field of foreign language teaching.

    The re-conceptualization of language assessment according to the new literacies project presented in this paper does not intend to suggest prompt fixed answers, but it takes the risk of outlining possible activities, signaling certain changes regarding its characteristics and contents, as previously shared.

    The increasing importance of the new literacy and multiliteracies studies and their fruitful theoretical insight for the rethinking of pedagogical issues invite us to review our foreign language teaching practices in a different perspective. By sharing some of our local findings, we attempt to corroborate the collaborative and distributed knowledge discussed by the literacies theory itself and hope to be contributing to the new educational demands of the emerging epistemological basis.

From: DUBOC, A.P.M. Language Assessment and the new Literacy Studies. Lenguaje 37 (1), 2009. pp. 159-178, p. 175-176.