Evaluation of learning english in context of critical literacy

• Autor(a) principal: Duboc, Ana Paula Martinez
• Data de Publicação: 2014
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Entretextos
• Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/18539
• topic: Language teaching; Language assessment; New literacy studies; Multiliteracies. Critical literacy; Ensino de línguas; Avaliação da aprendizagem de línguas; Teorias de letramentos; Multiletramentos; Letramento crítico

This paper is a report of an interpretative-qualitative Master’s study (DUBOC, 2007) on English language assessment from the perspective of the recent new literacy studies (COPE E KALANTZIS, 2000; GEE, 2000, 2004; LANKSHEAR E KNOBEL, 2003; SOARES, 2004, 2005). The starting point of our ethnographic research (ANDRÉ, 2003) was an investigation on both conceptions and practices regarding English language assessment in some Elementary School communities, which led us to identify a recurring conception of language assessment as measurement, the emphasis on objective and stable contents, and also the predominant use of written assessments. Towards these results, this paper invites its readers to a re-conceptualization of language assessment bearing in mind the epistemological transformations signaled by the new literacy studies. In doing so, we present an outline of evaluative characteristics, contents and modalities based on these studies, with emphasis on critical literacy practices in foreign language teaching contexts.