By Charlene Rivera (Editor)
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Additional resources for An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8)
The importance of the role taken by the adult in eliciting language from students for language proficiency assessment cannot be over-emphasized. Student language proficiency cannot be evaluated without also evaluating evaluator competencies in interacting with students. The adult plays a < previous page page_9 next page > < previous page page_10 next page > Page 10 dominant role in conveying the communicative intentions established during the assessment procedures. Linguistic minority students may not always share perceptions of "desirable" communicative interactions with the examiner, even when they are both from the same ethnic background.
1979, Learning lessons: Social organization in the classroom. : Harvard University Press Propp, V. 1968, Morphology of the folktale. Austin, TX: University of Texas Press. Ricoeur, P. 1981, Hemeneutics and the human sciences. London: Cambridge University Press. Scollon, R. & Scollon S. 1981, Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex Publishing Co. , et al. 1981, Learning through interaction: The study of language development. New York: Cambridge University Press.
The importance of the combination of different strategies will then be considered, followed by an examination of their relevance to proficiency assessment. The discussion will conclude with < previous page page_17 next page > < previous page page_18 next page > Page 18 some comments and questions regarding the general nature of proficiency and the role of discourse analysis in helping researchers and educators to understand it. Because of the nature of the data, the researchers immediately began to encounter problems when attempting to classify clauses according to Labov's (1972) schema.
An Ethnographic-Sociolinguistic Approach to Language Assessment (Multilingual Matters 8) by Charlene Rivera (Editor)