By Dick Allwright
This book-length therapy of Exploratory perform introduces 5 propositions approximately beginners as practitioners of studying who're in a position to constructing their services via accomplishing examine in and all alone lecture room studying lives.
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Extra info for The Developing Language Learner: An Introduction to Exploratory Practice
1987: 37) And on the social nature of the classroom The aim is to promote in pupils the ability and the willingness to interact with each other and to offer them the challenge of talking together in order to complete a task, solve a problem or find out some information for a specific purpose. (1987: 40) Alternative approaches 3: portfolio assessment Portfolio assessment is a relatively recent development (see O’Malley and Valdez Pierce, 1996; Brown, 1998) which depends on learners to produce a summative compendium of evidence of their learning, like art students producing a portfolio of their work.
And they will probably work together willingly in a mutually supportive manner towards their different individual target standards, rather than aggressively compete against each other. ‘Standards’ are not in principle antagonistic to our Propositions. That does not make it easy to make room for them in language pedagogy, however. Wherever the standardisation imperative rules, there will be a practical and ultimately ideological conflict about the nature of ‘education’ itself, between the view of the learner that those who agree with our Propositions want to live by and the constraints of working within the framework of the standardisation imperative.
It has encouraged a swing from viewing tests as instruments for assisting in the development and improvement of student language ability to treating them as indicators of performance for outside agencies. (2005: 39) And so those who apply the ‘standards’ must also apply ‘standardisation’ to ensure the standards are applied equally to all, with no possibility of collusion. Ironically, the key educational assessors in the system are the teachers themselves, who both run the examination system in schools and who, in their ‘spare time’, undertake the huge mass of marking that it generates annually.