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Filling in the Blanks: A Multiple Case Study to Understand K-12 ESL Teachers’ Language Assessment Literacy
Abstract
English as a Second Language (ESL) teachers’ language assessment literacy (LAL) forms an essential and critical part of promoting assessment equity for emergent bi/multilingual students. However, the current scholarship consistently showed teachers’ LAL was often underdeveloped to meet emergent bi/multilingual students’ assessment needs. Moreover, although teachers’ LAL has received some attention, most of the investigations happened on the tertiary level and did not focus on K-12 education in the U.S. This multiple case study explored K-12 ESL teachers’ LAL comprehensively through survey, interview, and observation data. By creating a context-situated comprehensive LAL model, this study specifically investigated the nature of ESL teachers’ LAL and factors that influenced ESL teachers’ LAL development. Findings indicate ESL teachers’ LAL is dynamic and evolving, context-situated, and oriented by teachers. There are multiple internal and external factors that influence ESL teachers’ LAL development, including assessment training, assessment contexts, and teachers’ assessment identity. More importantly, this study highlights ESL teachers’ centrality in their LAL development and ESL teachers’ LAL development is a complex process that involves with interactions between internal and external factors. The work concludes with implications for developing ESL teachers’ LAL to promote assessment equity for emergent bi/multilinguals students.
Subject Area
Education|English as a Second Language
Recommended Citation
Gu, Xiaoyan, "Filling in the Blanks: A Multiple Case Study to Understand K-12 ESL Teachers’ Language Assessment Literacy" (2023). ETD collection for University of Nebraska-Lincoln. AAI30487659.
https://digitalcommons.unl.edu/dissertations/AAI30487659