The Role of Assessment in Policy-Making for Languages Education in Australian Schools: A Struggle for Legitimacy and Diversity

Autor/in	Scarino, Angela
Titel	The Role of Assessment in Policy-Making for Languages Education in Australian Schools: A Struggle for Legitimacy and Diversity
Quelle	In: Current Issues in Language Planning, 9 (2008) 3, S.344-362 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
Schlagwörter	Language Planning; Educational Change; Foreign Countries; Educational Policy; Policy Formation; Role; Language Tests; Educational Practices; Multilingualism; Language of Instruction; Second Language Instruction; Second Language Learning; Second Language Programs; English (Second Language); Language Proficiency; Australia + Suchen Sie Ihr Suchwort? Sprachwechsel; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Rollen; Language test; Sprachtest; Bildungspraxis; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Australien
Abstract	The history of the role of assessment in policy-making for languages education in Australia over the past 20 years is characterised by a complex and shifting interface between language policy, curriculum and assessment. Three phases can be identified during which significant changes occur. These highlight an ongoing struggle for legitimacy for languages as an area of study and for its intrinsic diversity. Common themes in this account include the relationship and tensions between (1) language policy and general educational policy, (2) national and State/Territory-based educational developments in Australia, and (3) the influence and consequences of both inclusion and exclusion from nationwide assessment in education. The paper demonstrates the ways in which the dominant discourses at particular moments of history shape educational policies and practices which, in turn, operate to shape the place and status of languages learning in school education of children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10