Abstract
This chapter focuses on the new conceptualization of linguistic mediation and online interaction as presented in Common European Framework of Reference (CFER) Companion Volume (2020) and their role in the process of formative assessment in foreign language teaching. These two concepts are key elements in today's society characterized by globalization and connection with stakeholders in different environments. By the time of graduation, the 21st century student must have acquired a set of skills that were not required in the past, and educators have the responsibility to integrate these skills into their instructional practices and incorporate them into the assessment process. Therefore, assessment should go beyond an achievement test at the end of the semester or school year. It must include authentic assignments and performance-based tasks that students would encounter in real-world situations.
TopBackground
Over the past few decades, education has evolved to incorporate new teaching methods and provide the various skills students need in the 21st century. It is the responsibility of educators to incorporate these skills into their teaching practices and to include them in the assessment process. However, there still seems to be gaps between what is taught in the classroom, how it is assessed, and students’ expectations when they graduate. Educators’ goal is to ensure that the content and skills taught in the classroom are equivalent to those required in the workplace. Similarly, we must ensure that assessment methods are as authentic as possible. Therefore, assessment should go beyond an achievement test at the end of the semester or school year. It must also include performance-based tasks that students would encounter in real-life situations.
Thus, this chapter focuses on the new conceptualization of linguistic mediation and online interaction as presented in the Common European Framework of Reference for Languages (CFER) Companion Volume (2020) and their role in the evolution process of formative assessment in foreign language teaching. These two concepts are crucial elements in today’s society characterized by globalization and connection with stakeholders in different environments.
Key Terms in this Chapter
Companion Volume: A work by the Council of Europe that updates and extends the CEFR, adding descriptors for aspects of mediation, online interaction and plurilingual/pluricultural competence.
Language Teaching: The field of language pedagogy.
Language Evaluation: A measure of the proficiency a language user has in any given language.
Collaborative Task: Task that is often conducted by a group of people with or without support of e-collaboration technologies.
Second Language Learning: Field that is concerned with the process and study of how people acquire a second language, which is often referred to as L2 or target language.
Globalization: The growing interdependence of the world's economies, cultures, and populations, brought about by cross-border trade in goods and services, technology, and flows of investment, people, and information.
English For Specific Purposes: A subset of English as a second or foreign language. It usually refers to teaching the English language to university students or people already in employment, with reference to the particular vocabulary and skills they need.
Common European Framework for Reference: An international standard for describing language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language.