Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy

Multiple Stakeholder Interaction to Enhance Preservice Teachers’ Language Assessment Literacy

Conducted in a U.S. English-to-Speakers-of-Other-Languages (ESOL) preservice teacher education program, this case study aimed to explore a dynamic process of preservice teachers’ development of language assessment literacy (LAL). By inviting multiple stakeholders, namely preservice teachers, an inse...

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Bibliographic Details
Main Authors: Jiyoon Lee, Yuko Goto Butler, Xiaolin Peng
Format: Article
Language:English
Published: MDPI AG 2021-12-01
Series:Languages
Subjects:
language assessment literacy
teacher education
preservice teachers
inservice teachers
ESOL
multiple stakeholders
Online Access:https://www.mdpi.com/2226-471X/6/4/213

Internet

https://www.mdpi.com/2226-471X/6/4/213

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