{"title":"教师在口语评估中对多语言学习者所谓 \"学术 \"语言的理解","authors":"Elena Andrei, April S. Salerno, Amanda K. Kibler","doi":"10.1080/09500782.2024.2365775","DOIUrl":null,"url":null,"abstract":"We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed ‘academic’ versus ‘social’ ...","PeriodicalId":47474,"journal":{"name":"Language and Education","volume":"184 1","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2024-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments\",\"authors\":\"Elena Andrei, April S. Salerno, Amanda K. Kibler\",\"doi\":\"10.1080/09500782.2024.2365775\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed ‘academic’ versus ‘social’ ...\",\"PeriodicalId\":47474,\"journal\":{\"name\":\"Language and Education\",\"volume\":\"184 1\",\"pages\":\"\"},\"PeriodicalIF\":2.1000,\"publicationDate\":\"2024-06-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language and Education\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1080/09500782.2024.2365775\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language and Education","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1080/09500782.2024.2365775","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments
We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed ‘academic’ versus ‘social’ ...
期刊介绍：
Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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