By Charlene Rivera
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Extra resources for An Ethnographic/sociolinguistic approach to language proficiency assessment
They wished to go beyond these lowerlevel linguistic phenomena to assess what they tentatively called rhetoric or rhetorical skills. Hopefully assessment data could be used to contribute to the design of better instructional programs as well. In particular, each child's language could be assessed in the context of the interview itself. It constituted a set of hypotheses with regard to the structural properties of the children's discourse that might be most relevant to the assessment of proficiency.
Because of the nature of the data, the researchers immediately began to encounter problems when attempting to classify clauses according to Labov's (1972) schema. and then the other man, they're they're thinking, what's in there. Is there a reason for using progressive, alternating to a single use of the preterite, following with a present tense, then switching back to the present progressive? And then it went inside, and then the guy couldn't blow in it. and then he jumped right out of it.
It is recommended here that examiners be trained in strategies for providing more explicit cues regarding the social and linguistic context to students who may be unfamiliar with the "educator" expectations of the assessment context and also that they respond to student initiated changes of context. Since the influence of the examiner upon language samples elicited from students is of fundamental importance to subsequent evaluations, it is suggested that the quality of the examiner's performance be evaluated previous to evaluating a student's language proficiency.
An Ethnographic/sociolinguistic approach to language proficiency assessment by Charlene Rivera