Abstract: In the field of language assessment, particularly language assessment literacy (LAL), there is a current need and call to advance pedagogies that engage teachers in language assessment training. As a possible contribution to this field, in this research article, we report on the design and impact of a language assessment course tailored for the specific contextual needs of five Colombian English language teachers. We collected data from teachers and course instructors through a multi-method approach involving five data collection instruments: non-participant observations, course instructors’ reflective logs, participants’ learning artifacts and reflective logs, and an individual interview. Upon data analysis, we found that the course contributed to teachers’ contextual knowledge and practice in language assessment. Additionally, we highlight core course features (tasks, materials, and interactive reflection) and teachers’ attitudes (active participation, peer feedback, and collegiality) that together formed a local LAL pedagogy. Based on these findings, we share conclusions and recommendations for context-sensitive LAL courses for language teachers.
Abstract: This study presents an analytical overview of Youth and Adult Education (EJA in Portuguese) in the state of Minas Gerais, in Brazil, aiming to reflect on the need for specific teaching materials for English language teaching and learning in this educational modality, either Elementary Education or Secondary Education. To this end, we discuss current challenges in English instruction within EJA, particularly the lack of appropriate English teaching materials. The theoretical foundation draws on research related to EJA (Brasil, 2006, 2018; Filho, 2020; Filho; Cassol; Amorim, 2021), the role of textbooks as pedagogical tools in English language education (Duboc, 2012; Jorge, 2012; Soares, 2014), and on critical literacy perspectives for English teaching based on pedagogical possibilities found in existing teaching materials (Brasil, 2006; Caetano, 2017, 2020; Soares, 2014). We suggest that this study contributes to advancing critical English language teaching not only within Youth and Adult Education, but also in regular schools. Our aim is to support access to contextualized language instruction for learners from diverse socio-cultural backgrounds, through the use of appropriate resources and pedagogical materials that respond to their learning needs.
Resumo: O artigo examina evidências de duas implementações de um curso universitário de leitura em Português como Língua Adicional (PLA) organizado em torno de gêneros discursivos e por meio de Sequências Didáticas (SD). A análise qualitativa do desempenho dos estudantes em avaliações de diagnóstico e finais busca discutir a relação estabelecida entre o curso e a performance de cada estudante quanto à leitura crítica. Concretamente, buscou-se observar a evolução dos estudantes quanto à capacidade de contextualizar o texto (autor, propósito e outras vozes) e realizar análise de seus recursos linguístico-discursivos. Os resultados evidenciam que os estudantes que apresentaram desempenho inicial baixo nessas áreas em ambas as implementações evoluíram expressivamente após o processo didático, assinalando o potencial do ensino sistemático, intensivo e diversificado baseado em gêneros para a promoção das capacidades de leitura crítica em PLA.
Resumen: Este estudio exploró las consideraciones de los docentes en la selección de actividades en función de los objetivos de aprendizaje. Se utilizó una metodología cualitativa exploratoria con 7 docentes de inglés de niveles uno a cinco en un centro de idiomas en el noroeste de México. Se recabaron datos mediante entrevistas y observaciones de clase, los cuales fueron analizados mediante la técnica del análisis de contenido. Los hallazgos indican que, aunque los docentes tienen objetivos claros, como la mejora de las habilidades lingüísticas y la comunicación efectiva, diversos factores afectan la alineación de estos objetivos con las actividades implementadas en el aula. Una implicación pedagógica de estos hallazgos es que los docentes deben reflexionar sobre las consideraciones que influyen en la selección de actividades, asegurando que estén alineadas con los objetivos de aprendizaje para optimizar el proceso de enseñanza-aprendizaje en sus clases.
Abstract: This article aims to share reflections on the concept of translanguaging and how it has been didacticized in the classroom, constituting what we refer to here as the principles of a translanguaging pedagogy mestiça. In alignment with the Theory/Pedagogy of Translanguaging (García; Wei, 2014; García; Johnson; Seltzer, 2017), we use in this article the Portuguese word “mestiça” to mark our standpoint and we also maintain the syntactic organization of the Portuguese language by placing the adjective after the characterized noun “translanguaging”, to reinforce this standpoint. Also, this is a gesture, as reflected in the title of this article, of epistemological disobedience (Mignolo, 2008), as well as a gesture of indiscipline in an effort “to explode the boundaries between theory and practice”, formulating knowledge which is “responsive to social live” (Moita Lopes, 2006b, p. 100). These discussions have been carried out by members of the Research Group named “Núcleo de Estudos Colaborativos em Contextos Escolares” (N.E.C.C.E.) (Center of Collaborative Studies in School Contexts, in English), affiliated with the Reading and Writing Research and Teaching Laboratory/Laboratório de Pesquisa e Ensino de Leitura e Redação (LabLeR) and the research line “Linguagem no Contexto Social” (Language in Social Context) of the Graduate Program in Language and Literature at the Federal University of Santa Maria (PPGL/UFSM), in Santa Maria, Rio Grande do Sul, Brazil. Firstly, we present the reasons why, within N.E.C.C.E., we have taken up these discussions in the UFSM context. Secondly, we problematize the concept of translanguaging and describe how we, at N.E.C.C.E., have been outlining teaching proposals that aim to materialize this concept into classroom practice. Finally, we share some pedagogical practices that attempt to didacticize the concept - practices that have already been implemented by N.E.C.C.E. researchers in a public preschool education context. Ultimately, we seek to engage in this discussion insofar as we agree with Pennycook and Makoni (2020, p. 128) who argue that proposals aligned with Global South perspectives must be open to public scrutiny, especially when they advocate for educational projects that interconnect theory, social context, and praxis.
