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All Journal Indonesian Journal of Applied Linguistics (IJAL)
Roger Barnard
University of Waikato
Languange, Linguistic, Communication & Media

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Eliciting teachers’ understanding and their reported practices on school-based formative assessment: Methodological challenges Hasim, Zuwati; Di, Shi; Barnard, Roger
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11476

Abstract

Ministries of Education in many countries have adopted various forms of school-based assessment (SBA) to replace (for example, New Zealand) or complement (for example, England, Australia and Malaysia) more conventional forms of assessment such as tests and examinations. Central to these alternative approaches to SBA is formative assessment. In recent years, a body of research has been built investigating various aspects of SBA in Malaysia, but there has been a dearth of studies exploring what practising teachers believe and do regarding implementing formative assessment in their own classrooms. The present article reports some of the findings of a case study in which ten Malaysian primary school teachers of English were interviewed to identify the extent of their understanding of formative assessment and their reported practices of providing feedback in an SBA environment. Initially, the teachers revealed a general lack of understanding of the difference between formative and summative assessment. In such a situation, it would seem that the teachers are unready to implement SBA at the present stage, despite it having been mandated in Malaysian schools since 2011-12. However, later in the interview, they reported implementing various forms of feedback, some of which might be regarded as formative. There is a need, therefore, to differentiate between teachers’ explicit knowledge and their implicit understanding of matters such as formative feedback. The inherent limitations of self-report data emerging from interviews will be discussed and how these might be overcome.
ENGLISH MEDIUM INSTRUCTION IN ASIAN UNIVERSITIES: SOME CONCERNS AND A SUGGESTED APPROACH TO DUAL-MEDIUM INSTRUCTION Barnard, Roger
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.597

Abstract

Abstract: An increasing number of universities across the world are adopting English as the medium of instruction, particularly at the graduate level. This paper begins by briefly describing the historical development of such English medium instruction (EMI) programmes in European universities, and the reasons which are frequently given to justify them. A number of examples of EMI policies in Asian universities are provided to indicate the rapidly growing trend in this region. However, little attention appears to have been paid to some of the negative implications of adopting EMI programmes, and these concerns are articulated here. It is suggested that, instead of adopting strictly monolingual EMI programmes, university authorities should consider a principled approach to dual medium instruction. The value of combining English with the vernacular language is outlined, and a model for such a programme is presented and explained. Keywords: English medium instruction, dual- focused approach, content and language integrated learning
Co-Authors Di, Shi Hasim, Zuwati