Literaturnachweis - Detailanzeige
| Autor/in | Eaton, Sarah Elaine |
|---|---|
| Titel | Alternative and Asset-Based Evaluation and Assessment in Language Teaching and Literacy: Resources for Research, Classroom Instruction and Evaluation of Language Competence |
| Quelle | (2011), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bibliografie; Portfolios (Background Materials); Alternative Assessment; Annotated Bibliographies; Second Language Instruction; Evaluation Methods; Educational Resources; Educational Research; Language Arts; Literacy; Portfolio Assessment; Educational Technology; Multimedia Materials; Internet; International Education |
| Abstract | This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy. Significant theoretical research and applied classroom practice has been done in the field of alternative assessment, and specifically in area of using portfolios and e-portfolios (Barrett, 2010; Brear, 2007; Dominguez, 2011; JISC, 2008; Meuller, 2011; North Carolina Regional Educational Laboratory, n.d.; Shao-Ting & Heng-Tsung). The practice of using portfolios for second and foreign language teaching has increased in popularly, with an increased understanding and adoption of the Common European Framework of Reference for Languages (Council of Europe, 2001). Almost simultaneously, there has been a rise in the use of similar frameworks in the field of literacy (Alberta Advanced Education and Technology, 2009; Literacy BC, n.d.). However, there is little collaboration between those who work in literacy and those who teach second and modern languages (Eaton, 2010). This annotated bibliography is an attempt to collect, select and share resources that may be relevant, helpful and useful to professionals working in both the second language and literacy sectors. The deeper values that guide this work are predicated on the belief that researchers and practitioners working in both fields have much in common and would benefit greatly from increased dialogue and shared resources. A bibliography is included. (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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