Exploiting foreign language student-teachers’ visual language biographies to challenge the monolingual mind-set in foreign language education

2021 ◽  
pp. 1-18
Author(s):  
Sílvia Melo-Pfeifer
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Language Education ◽  
Foreign Language Education ◽  
Visual Language ◽  
Mind Set

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

scholarly journals Immersive Virtual Reality for Foreign Language Education: A PRISMA Systematic Review

IEEE Access ◽  
2021 ◽  
Vol 9 ◽  
pp. 48952-48962
Author(s):  
Bruno Peixoto ◽  
Rafael Pinto ◽  
Miguel Melo ◽  
Luciana Cabral ◽  
Maximino Bessa
Keyword(s):  
Systematic Review ◽  
Virtual Reality ◽  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Immersive Virtual Reality

scholarly journals Researching Classroom-Based Assessment for Formative Purposes

2020 ◽  
Vol 43 (2) ◽  
pp. 150-168
Author(s):  
Peter Yongqi Gu ◽  
Guoxing Yu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Researchers ◽  
Teacher Professional ◽  
Research Questions ◽  
Key Features ◽  
Education In China ◽  
Viable Model ◽  
Assessment Research

Abstract This article aims to help teacher-researchers engage in empirical research on classroom-based assessment for formative purposes. We will first introduce the key features of classroom-based formative assessment (CBFA), and analyze the research questions asked in round-one projects funded by the Fund for Assessment Research (FAR) in Foreign Language Education in China. Next, we will illustrate how some research questions can be answered by analyzing a video-taped lesson from a round-one FAR project. We conclude by calling for more teacher-led research and argue that research on CBFA by teachers will not only produce valid interpretations and applicable findings, but also constitute a viable model for teacher professional development.

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