The document discusses the assessment of oral language skills in students. It notes that the exam tests students' competency in using standard English through a 5-10 minute conversation between the student and examiner. It aims to test students' receptive language abilities and their mastery of English structures, which impacts their capacity for listening, speaking, reading and writing. The exam focuses on students' ability to interpret and convey meaning through language functions. Scores are determined based on a rubric measuring students' use of standard English vocabulary, articulation and expression.
Princípios de produção oral em língua inglesa (pt 1)Fabio Nunes
1. Oral communication skills
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5. Types of classroom speaking performance
Writing standards for ninth and tenth grades define the knowledge and skills needed for writing proficiency at these grade levels. By understanding 9th and 10th grade writing standards, parents can be more effective in helping their children meet grade level expectations.
The history of Standard English and the issues and implications of Standard English in the classroom and life. The confusion between Standard English and Received Pronunciation. http://spellingblog.howtospell.co.uk/
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Oral Language Assessment
• Interviews
o Teacher-conducted or guided with peer interaction
o Student response to an interrogative statement demonstrates ability to
understand and use academic language
Amia Kimoy Conrad-Christopher
3. The purpose of the exam
• The oral exam is a 5-10 minute conversational
interchange between the student and the examiner.
• The exam tests students’ competencies in the use of
Standard English.
Amia Kimoy Conrad-Christopher
4. The purpose of the exam
• It tests the student’s receptive language.
• Many students have trouble mastering the structures of
oral English, which inhibits their ability to listen, speak,
read, and write effectively.
Amia Kimoy Conrad-Christopher
5. Why assess oral
language?
• Assessment of oral language focuses on a student’s
ability to interpret and convey meaning for authentic
purposes in interactive contexts (O’Malley & Pierce,
1996).
Amia Kimoy Conrad-Christopher
6. Why assess oral
language?
English language learners use language functions to
express meaning.
Language functions.
Communicative language functions.
Academic language functions.
Amia Kimoy Conrad-Christopher
7. Why assess oral
language?
• Students need to develop competencies in the
accurate use of Standard English:
• Syntax
• Morphology
• Expression
• The knowledge that language is used for different
purposes and in different contexts
Amia Kimoy Conrad-Christopher
8. Why Oral Language?
• Many students commence school with low levels
of oral language
• Because it provides the foundation of reading
and writing, it is vital that teachers give close
attention to oral language and adjust their
instructional language and teaching approaches
to get all students to high levels of
understanding language use.
Amia Kimoy Conrad-Christopher
10. Oral language – the key to develop
effective communication.
Effective communication can be achieved by focusing on
activities based on purposeful language interactions.
Purposeful talk is one of the major means through which
students construct and refine their understandings of
language. Talk should underpin all language activities.
(First Steps 1997)
Amia Kimoy Conrad-Christopher
11. What about Creole?
• The use of Creole although accepted and valued by all
citizens is not being assessed.
• Being communicatively competent entails being able to
adjust one’s language to specific audiences and
situations.
Amia Kimoy Conrad-Christopher
12. What about Creole?
• Standard English is the cultural capital through which our
students must learn to use to negotiate with text and the
social environment.
• Can be used in expressions (idioms)
Amia Kimoy Conrad-Christopher
13. How do we teach Oracy?
Amia Kimoy Conrad-Christopher
20. Understanding
Descriptors
Makes an Attempt (1-2)
• Unable to satisfy routine social demands. Often repeats
the question and adds non-information.
• Vocabulary is repetitive or limited to yes/no with no
articulation of ideas or very limited in scope.
Amia Kimoy Conrad-Christopher
21. Understanding
Descriptors
Makes an Attempt (3-4)
• Unable to satisfy routine social demands. Often
repeats the question but adds little information.
• Vocabulary is repetitive or limited to yes/no with no
articulation of ideas or very limited in scope. Attempts
to express/articulate with much support from
examiner.
Amia Kimoy Conrad-Christopher
22. Understanding
Descriptors
Emerging (5-6)
Able to satisfy routine social demands.
Answers questions but requires much interpretation by
examiner.
Attempts to use standard English
Amia Kimoy Conrad-Christopher
24. Understanding
Descriptors
Satisfactory (9-10)
Able to speak the language with sufficient structural
accuracy and vocabulary to participate effectively in most
formal and informal conversations on practical and social
contexts.
Amia Kimoy Conrad-Christopher
26. Understanding
Descriptors
Superior (14-15)
• Standard English speaking proficiency is functionally
equivalent to a well (highly) articulated speech of a
Trinidad and Tobago native speaker and reflects the
cultural standards of the country.
• (Form three)
Amia Kimoy Conrad-Christopher
28. Using the rubric
• The objective of the assessment is to test
students’ ability to use Standard English.
• Use the key words in the glossary to guide
scoring and interpret meaning.
• Score according to the criteria.
Amia Kimoy Conrad-Christopher
29. Differentiating within a band
o Use the student’s use of Standard English as the
key determining factor in differentiating within a
band.
o Vocabulary
o Articulation/Enunciation/Expression
Amia Kimoy Conrad-Christopher
30. During the interview
• Inform students that the interview is formal.
• Limit your use of Creole (rephrase-translate into
Standard English)
• Clarify questions or vocabulary.
• Wait Time
Amia Kimoy Conrad-Christopher
31. During the interview
• Limit your interpretation of the question or
rephrasing
• Use the rubric to score
• Personal Judgement
Amia Kimoy Conrad-Christopher
32. Oral Language Assessment in the
classroom.
• Retelling
o Measures students’ integrated comprehension though four skills
• Teachers should:
o Be explicit about the criteria for evaluation
o Use modeling by stronger students
o Minimize anxiety which could impact performance
Amia Kimoy Conrad-Christopher
