Mainstream Teachers' Language Assessment Literacy: Knowledge and Practice With English Learners

• In Event: Perception, Assessment, and Outcomes of Multilingual Learners With Exceptional Abilities

Abstract

This qualitative phenomenological study explores mainstream classroom teachers’ language assessment literacy as it relates to English learners. In Southwest Florida, 55 teachers were interviewed about their knowledge and use of English language proficiency assessments. The findings indicated that teacher’s 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 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 about English learners.

Authors

• Tunde Szecsi, Florida Gulf Coast University

• Janka Szilagyi, SUNY - Brockport