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Documenting the language demands of mainstream content-area assessment for English learners participant structures, communicative modes and genre in science performance assessments

Documenting the language demands of mainstream content-area assessment for English learners participant structures, communicative modes and genre in science performance assessments

 Bunch, George C.
 p185 - p214 English
Language minority studentsContent-based instruction.Performance assessment.Science education.English learners.Ngôn ngữ.Giáo dục.
Tác giả CN Bunch, George C.
Nhan đề Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments / George C. Bunch; Jerome M. Shaw and Edward R. Geaney
Mô tả vật lý p185 - p214
Tóm tắt We report on the development and use an analytical framework designed to articulate the language demands English learners (Els) enconter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, ground in funtional and interactional views of language and language use, focuses on participant structures utilized in performance assessment, associated modes of communication called for and writen texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes ( interpersonal, interpretive and presentional) and a broad array of genres. These demands may present barriers with regards to Els’ s ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved on performance assessments may also present oppotunities, both for expanding the options Els have for drmonstrating thier understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classroom preparing students for more traditional assessments
Thuật ngữ chủ đề Language minority students
Thuật ngữ chủ đề Content-based instruction.
Thuật ngữ chủ đề Performance assessment.
Thuật ngữ chủ đề Science education.
Thuật ngữ chủ đề English learners.
Từ khóa tự do Ngôn ngữ.
Từ khóa tự do Giáo dục.
Tác giả(bs) CN Geaney, Edward R.
Tác giả(bs) CN Shaw, Jerome M.
Nguồn trích Language and education- Vol 24, N.3
MARC
Hiển thị đầy đủ trường & trường con
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100[ 1] |a Bunch, George C.
245[1 0] |a Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments / |c George C. Bunch; Jerome M. Shaw and Edward R. Geaney
300[ ] |a p185 - p214
362[ ] |a Vol 24, N.3, (May 2011)
520[ ] |a We report on the development and use an analytical framework designed to articulate the language demands English learners (Els) enconter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, ground in funtional and interactional views of language and language use, focuses on participant structures utilized in performance assessment, associated modes of communication called for and writen texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes ( interpersonal, interpretive and presentional) and a broad array of genres. These demands may present barriers with regards to Els’ s ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved on performance assessments may also present oppotunities, both for expanding the options Els have for drmonstrating thier understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classroom preparing students for more traditional assessments
650[ ] |a Language minority students
650[ ] |a Content-based instruction.
650[ ] |a Performance assessment.
650[ ] |a Science education.
650[1 7] |a English learners.
653[ ] |a Ngôn ngữ.
653[0 ] |a Giáo dục.
700[ ] |a Geaney, Edward R.
700[ 1] |a Shaw, Jerome M.
773[ ] |t Language and education |g Vol 24, N.3
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