AATT Roundtable at MESA 2019
This year’s AATT Roundtable at MESA 2019 will focus on literacy assessment in teaching and learning Turkic languages seeking to improve students’ language proficiency. Thinking critically about how, why, what, and when of literacy assessment on a day to day basis expanding from each lesson to the curriculum has the potential to lend itself to deeper investigation into the nature of language learning, and thus might help provide instructors with necessary clues to enhance students’ learning.
Literacy today is understood beyond achieving proficiency in four skills. According to ACTFL, it “is increasingly a collaborative activity, where negotiation, analysis, and awareness of audience are as critical as understanding or creating a message.” In this sense, literacy already calls for (inter)cultural and critical (multi)literacies, and forms one of the main components of language assessment today. Integrating assessment into a (multi)literacies framework thus has the potential to increase student engagement and L2 learning as argued by recent SLA scholarship. If so, what if we rethink, revise, and perhaps change the ways we assess language proficiency to include assessment(s) of (multi)literacies in order to improve student learning?
To address this inquiry, we suggest addressing questions on assessment, including also: How and when do we assess literacy? How do we assess cultural and critical literacy? How can bringing literacy assessment(s) into the center of pedagogy help improve student learning?
Please send all inquiries and applications to this year’s AATT Roundtable Coordinator, Nalan Erbil-Erkan [email@example.com]; the deadline is February 10, 2019.