Collaborative Placement of Multilingual Writers: Combining Formal Assessment and Self-Evaluation

Placement of multilingual writers within writing programs is an important and challenging issue. If students perceive that the placement process is rigid and unfair, this perception may affect their attitudes and motivation levels while taking courses in the writing program. The purpose of this study was to see whether a specific subgroup of students (n = 65) in a large university writing program for multilingual students could be successful if allowed to collaborate, with guidance, in their own placement. Various data were collected about these students in their first quarter after matriculating in the writing program: instructors' initial ratings, students' outcomes in their initial course (final portfolio scores and course grades), and students' satisfaction levels with their placement after they had completed the course (via a brief survey). These data were compared to another group of students (n = 65) who received similar placement scores but were not given the choice to move up or down a level. Findings indicated the pilot group was able to succeed at their chosen course level at levels comparable to the comparison group, and they were happy with their placement choices. Implications for placement processes in multilingual writing programs are discussed. Keywords: multilingual writers, writing assessment, directed self-placement, placement processes, student agenc

Teaching readers of english : students, texts, and contexts

Buku ini berisi tentang cara penulisan bahasa inggris mulai dari konteks tan teks.xix, 452 hlm

Teaching Readers of English : Stuents, Texts and Contexts

This book presents approaches to the teaching of second language (L2) readers in the context of current theoritical perspectives on L2 processes, practices and readers. Teaching readers of english is designed as a comprehensive teacher preparation book, as well as a resource for in-service teachers and L2 literacy researchers.xx, 431 p,; ill,; 23 c

Mexico’s Telesecundaria Program and Equitable Access to Resources

This Note provides an analysis of Mexico’s Telesecundaria program within the context of Mexico’s new education reform framework offering a succinct background of the project, as well as key policy lessons that can be useful for other jurisdictions interested in the development of distance education programs. This Note uses a literature and data analysis review approach, as well as qualitative analysis of interview data collected recently in Mexico by the authors. The Note positions pedagogical approaches to distance education within the context of developments in communication, internet access and renewable energy technologies, as well as within the challenges of the digital divide as means of powering digital access to information and education to remote, rural and marginalized communities.Dans cette note du terrain, les auteurs effectuent une analyse du programme mexicain Telesecundaria dans le contexte du nouveau cadre de la réforme en éducation au Mexique. Ils présentent un bref aperçu du projet, ainsi que les leçons-clés qui pourraient s’avérer utiles en termes de politiques dans d’autres juridictions intéressées par le développement de programmes de formation à distance. Cette note est basée sur une approche de revue de la littérature et d’analyse des données. Elle s’appuie également sur l’analyse qualitative de données recueillies lors d’entrevues réalisées par les auteurs au Mexique. Cette note situe les approches pédagogiques en éducation à distance dans le contexte de développement des communications, d’accès à Internet et de technologies des énergies renouvelables. Elle les positionne aussi en fonction des défis engendrés par la fracture numérique comme moyen d’améliorer l’accès numérique à l’information et l’éducation des communautés éloignées, rurales et marginalisées

Teaching readers of english : students, texts, and contexts

Buku ini berisi tentang cara penulisan bahasa inggris mulai dari konteks tan teks.xix, 452 hlm