ERIC Number: EJ1309015
Record Type: Journal
Publication Date: 2021-May
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0008-4506
EISSN: N/A
Institutional Language Policy and ESL Teachers' L2 Writing Assessment Practices
Cook, William Robert Amilan; Luke, Jonathan; Valeo, Antonella; Barkaoui, Khaled
Canadian Modern Language Review, v77 n2 p93-109 May 2021
Assessment practices occupy a significant portion of ESL teachers' time and have a considerable impact on students' engagement and learning. These practices are in turn strongly influenced by teachers' conceptions of L2 writing and the policy contexts in which they work. While several studies have examined ESL teachers' classroom assessment practices, there is little research exploring the relationship between institutional language policy and teacher conceptions of L2 writing and how this in turn affects L2 writing assessment practices. This article focuses on three teachers who work in one college ESL foundation program and explores the range of ways in which they enact education policy. The teachers' policy context and their personal histories formed a complex relationship while mediating how they developed, used, and interpreted assessments to evaluate and support their students' writing development. Cross-case analyses show that they often enacted policy in very different ways, interpreting, appropriating, and generating policy differently depending on the interactions between their stated beliefs about L2 writing assessment, institutional policies, and their construction of themselves as ethical agents acting within this context.
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Educational Policy, Writing Instruction, Language Teachers, Teacher Attitudes, Writing Evaluation, Correlation, Teacher Characteristics, College Preparation, Case Studies, Ethics, Professional Autonomy
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A