assessment – MinneTESOL Journal

General Article, MinneTESOL Journal, (2023), Vol. 39(Issue 1) Angela K. DeFalco Current monolingual assessment practices are inherently inequitable for our emergent bilingual students. By incorporating translanguaging in the classroom, and on assessment, we can not only support student social-emotional wellbeing but reduce foreign language anxiety as well.

MinneTESOL Journal, (2022), Vol. 38(Issue 1) Jeanne Beck & Sebnem Kurt Meaningfully integrating project-based learning, language learning, and technology into the classroom provides 21st century skills for the real world. This article describes how one middle school teacher integrated project-based learning, technology, form/function instruction, and formative assessment…

MinneTESOL Journal, (2020), Vol. 36(Issue 2) Learning a language is a lifelong process. Therefore, it is essential to transform an assessment into a moment of learning and joy. To reach this goal, Directed Motivational Current (DMC) theory (Muir & Dörnyei, 2013) was successfully experimented in a Malian English…

Tag: assessment

Translanguaging as a tool for equity in classroom assessment

Project-Based Language Learning with 3D Printers: Integrating Technology, Language Form/Function, and Assessment into a Middle School CAD Unit

Assess us, but don’t torture us: Transforming an assessment into a moment of learning and enjoyment