Comments from the Chalkface Margins: Teachers' Experiences with a Language Standard, Canadian Language Benchmarks

Autor/in	Desyatova, Yuliya
Titel	Comments from the Chalkface Margins: Teachers' Experiences with a Language Standard, Canadian Language Benchmarks
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 23 (2020) 2, S.193-219 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Teacher Attitudes; Benchmarking; Standards; Immigrants; Second Language Learning; Second Language Instruction; English (Second Language); Program Descriptions; Portfolio Assessment; Foreign Countries; Barriers; Language Tests; Policy Formation; Student Attitudes; Teacher Surveys; Adult Education; Language Proficiency; Language Teachers; Canada + Suchen Sie Ihr Suchwort? Lehrerverhalten; Standard; Immigrant; Immigrantin; Immigranten; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Portfoliobeurteilung; Ausland; Language test; Sprachtest; Politische Betätigung; Schülerverhalten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Kanada
Abstract	While the Canadian Language Benchmarks (CLB) document has been a milestone in supporting the teaching of English as an additional language to adults in Canada, few studies examined practitioners' experiences with the language standard. The expectation of ongoing use of the CLB by teachers in the Language Instruction for Newcomers to Canada (LINC) program became a rigid requirement with the implementation of portfolio-based language assessment (PBLA). However, the CLB-related literature has been mostly conceptual and aspirational, while practitioners' voices have been on the margins of research and policy making. This article examines teacher comments on the CLB, as collected during a large mixed-methods exploratory project on PBLA implementation (Desyatova, 2018, 2020). While some practitioners appreciated the standard and its impact, the majority of comments reflected comprehensibility and interpretation challenges, experienced by both teachers and learners. These challenges were further aggravated by the pressures of PBLA as a mandatory assessment protocol. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01