Alternative Perspectives in Assessing Children's Language
ISBN: , SKU: , AUTHOR: Holland, Kathleen / Bloome, David / Solsken, Judith, PUBLISHER: Praeger, One ong>ofong> ong>theong> realities ong>ofong> educational practice in ong>theong> late 20th century is ong>theong> increasing role ong>ofong> assessment, especially ong>ofong> children's oral and written language. While ong>theong>re are many issues and problems surrounding this assessment, one problem that needs to be addressed is ong>theong> lack ong>ofong> alternative ways ong>ofong> assessing children's language and literacy for K-12 practitioners. ong>Theong>re are many ways to approach ong>theong> assessment ong>ofong> language and literacy. How one approaches ong>theong> assessment ong>ofong> oral and written language depends, in large part, on how language is defined and on what purposes language is viewed as serving. In this book, alternative ways ong>ofong> assessing language are ong>basedong> on three different perspectives defining language and its uses: anthropological, socio-psycholinguistic, and literary. Although applying ong>theong>se perspectives to language is not new, only recently have educators and oong>theong>rs taken seriously ong>theong> need for assessment ong>ofong> language to be consistent with ong>theong> perspectives ong>ofong> language underlying classroom instruction. Simply put, as language education (including reading, writing, and oral language) becomes increasingly ong>basedong> upon anthropological, socio-psycholinguistic, and literary principles, ong>theong> assessment ong>ofong> language and literacy must also be ong>basedong> upon such principles. This book discusses and illustrates how to reconceptualize assessment in terms ong>ofong> ong>theong> alternative perspectives outlined here.