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E-raamat: Fostering Language Assessment Literacy: Materials, Methods, and Emerging Issues

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This collection showcases language assessment literacy, understood as the knowledge, skills, and principles necessary to engage in assessment activities, by problematizing different approaches to its development and offering insights for language teachers and other stakeholders.



This collection showcases language assessment literacy, understood as the knowledge, skills, and principles necessary to engage in assessment activities, by problematizing different approaches to its development and offering insights for language teachers and other stakeholders.

The volume builds on existing research in LAL, which has thus far focused on defining its scope and charting how stakeholder dependent its development can be, to provide readers with ideas to bridge the gap between LAL research and practice. The book is organized around three parts, each structured around practical applications, from designing materials to workshops and courses to the latest issues in LAL pedagogies, particularly around emergent technologies and their implications for teachers. Case studies from around the world are featured to show these dynamics at work across diverse educational and geographic contexts. In centering the discussion on pedagogical approaches, the collection seeks to advance debates and further research and equip teachers and policymakers with further resources to enhance LAL, both in their own classrooms and as an area of inquiry.

This book will be of interest to scholars and stakeholders in language assessment and testing, language education, TESOL, and applied linguistics.

Part 1: Materials,
1. Introduction by Frank Giraldo and Xun Yan;
2. LAL
training in Vietnam: A teacher-centred approach to resource development by
Susan Sheehan and Thuy Thai;
3. Exploring the effect of embedding assessments
into a professional development presentation as a means of improving language
teachers assessment competency by Michelle L. Stabler-Havener;
4.
Pre-service teachers language assessment literacy enhancement Towards
pedagogies for LAL by Karin Vogt; Part 2: Methods,
5. Is online language
assessment training helpful to improve language assessment literacy? Views of
Mexican young learner EFL teachers and training instructors by Elsa Fernanda
González and Ricardo de la Garza-Cano;
6. Put a little imagination in your
collaboration: What can thought experiments do for language assessment
literacy? by Newton Paulo Monteiro;
7. Investigating educator-participant
interaction in a language assessment MOOC by Richard Spiby, Carolyn
Westbrook, and Jordan Weide; Part 3: Emerging Issues,
8. Who will teach the
teacher educator? Findings and implications of an online workshop for
fostering Brazilian teacher educators language assessment literacy by
Isadora Moraes and Viviane Furtoso;
9. Learning about language assessment to
teach young learners: The contribution of an online course by Gladys
Quevedo-Camargo and Juliana Reichert Assunção Tonelli;
10. Critical language
assessment literacy (CLAL) of L2 teachers: Unpacking the impact of
CLAL-focused teacher education by Zia Tajeddin and Mohsen Mahdavi;
11. Social
justice in classroom assessment through teachers language assessment
literacy by Frank Giraldo and Xun Yan;
12. Conclusions by Frank Giraldo and
Xun Yan;
Frank Giraldo is a professor at the Foreign Languages Department of Universidad de Caldas in Manizales, Colombia.

Xun Yan is a professor of Linguistics and Educational Psychology at University of Illinois Urbana-Champaign.
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