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Evaluating language proficiency, and remedial teaching
How to assess a skill rather than a memory — the kinds of language test the paper names, why speaking and listening are the skills schools forget to assess, and what remedial teaching means when it is done properly.
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Other material filed under Evaluation of language proficiency and comprehension.
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- Language acquisition, learning and the principles of language teachingThe distinction between acquiring a language and learning one, the terms the paper assumes you know — phoneme, morpheme, interlanguage, fossilisation — and why a learner's error is read as evidence of a system rather than as a failure.Read this →
- The four language skills and the place of grammarListening, speaking, reading and writing — what each actually involves, the reading and listening sub-skills the paper names, and the critical position on grammar that decides most of the questions in this area.Read this →
- The multilingual classroom — diversity, errors, difficulties and disordersWhy the syllabus treats many languages in one room as a resource rather than a problem, how a child moves from the home language to the school's, the difference between an error, a difficulty and a disorder — and what a class teacher may and may not do about each.Read this →
- Teaching-learning materials, ICT, lesson planning and microteachingHow to choose and improvise teaching aids, what ICT can and cannot do, the structure of a lesson plan with objectives that can actually be observed, and how microteaching works — including the retention figures attached to Dale's cone that were never his.Read this →
