1、 Language Standards：An International Perspective，Part 1_英语论文英语论文by Penny Kay, Pal ppari, Alister uing, Kathleen Graves,Luilla Lprire, and Debrah ShrtEditrs nte: Part 1 f this disussin intrdues standards, the reasns fr their develpent, and the ay they are develped, based n the experiene f the five ll
2、quiu presenters. Part 2, in the next issue f T, ill lk at suesses and hallenges in ipleenting standards and assessing their ipat.Language standards (als alled benharks, bandsales, r urriulu fraerks) have been develped arund the rld t bth guide and easure language learning. This artile gre ut f a llq
3、uiu rganized by Kathleen Graves at the 34th Annual TESL nferene in Vanuver, anada, in arh 2000. Penny Kay fr Australia, Pal ppari and Luilla Lprire fr Italy, Alister uing fr anada, and Debrah Shrt fr the United States desribed exaples f language standards fr sendary-level students fr their untries,
4、and disussed issues underlying the neptualizatin, nstrutin, and use f these standards. hy Are Language Standards Develped?Language standards prvide a prehensive desriptin f hat language learners kn and are able t d in the target language at varius levels f prfiieny, at varius grade levels, r bth. St
5、andards have been develped fr a ntinuu f reasns ranging bradly fr prfessinal develpent and teahing guidane (pedaggial purpses) t urriulu diretin and auntability (adinistrative purpses). In reality, beause there is ften a plitial diensin t standards develpent and ipleentatin, partiularly in the ase f
6、 inrity language learners, these t purpses bine in st standards. In the develpent phase, hever, ne r the ther is usually ephasized. Language standards prvide a prehensive desriptin f hat language learners kn and are able t d in the target language at varius levels f prfiieny, at varius grade levels,
7、 r bth.The U.S. ESL standards (TESL, 1997; see Figure 1) and the Australian ESL bandsales (Kay, Hudsn, Sapupp, 1994; see Figure 2) ere develped t ensure that the needs f English language learners in ainstrea ntexts uld be et. They sit n the pedaggial end f the ntinuu, as their ain purpse has been t
8、influene teahing and learning by desribing hat learners need t learn and h they learn in lassrs. Hever, the develpers f eah set f standards ahieved these purpses in different ays. The Australian ESL bandsales present detailed desriptins f ESL learners prgress as they develp English prfiieny in eah f
9、 the fur skills f reading, riting, listening, and speaking in the ntext f ainstrea lassr learning. Rather than desribe expliit perfrane levels, the U.S. ESL standards fus n a re hlisti apprah ith three ain gals and nine standards fr all grades. This apprah as adpted in rder t fit in ith the vluntary
10、 natinal standards develped fr ther subjets and t prvide guidelines at the state and lal level. The Eurpean fraerk (unil f Eurpe, 1998; see Figure 3) as develped fr English as ell as ther languages t prte uniatin ang Eurpean natins and peples. It prvides a n set f desriptrs that individuals r rganiz
11、atins an use t deterine language prfiieny and needs, irrespetive f language r learning bakgrund. It falls in the iddle f the ntinuu as it prvides bth guidane fr learners and teahers and a eans t develp n Eurpean riteria fr urriulu evaluatin. The ntari urriulu (inistry f Eduatin Training, 1999; see F
12、igure 4) sits tard the adinistrative end f the ntinuu. It as designed t assist the gvernent in setting pliy-based diretins fr hat is taught and learned in sendary shls and t ensure that teahers enat a unifr urriulu. Nt surprisingly, the ay language standards are strutured and presented is strngly in
13、fluened by their purpse and is very likely t have a bakash effet n teahing and learning. Fr exaple, language standards that are intended fr adinistrative purpses ight nt have the rihness f detail that uld help teahers ake expliit links beteen hat they teah and h learners learn. (pare the ntari stand
14、ards ith the Australian bandsales r U.S. standards.) Language standards that are develped arding t prfiieny level and geared priarily tard adult learners (as the Eurpean fraerk is) ill have t be adapted by teahers f yunger learners. Teahers h use language standards ust therefre be aare f the purpses
15、 that shape the standards they are using in the lassr and shuld nt expet the standards t eet different purpses ithut adaptatin. h Develps Standards?The anser t this questin depends n the purpses f the standards. Ideally, the authrs shuld be knledgeable abut send language learners and h they aquire l
16、anguages, abut language assessent, and abut language teahing. The press f develpent shuld be nsultative s that thse h are affeted by the standards have a vie in the. Pedaggially riented standards suh as the U.S. ESL standards and the Australian ESL bandsales have tended t invlve re nsultatin ith the
17、 language teahing prfessin, as their priary purpse is t iprve teahers understandings and t infr their pratie in ays that reflet best pratie. The Eurpean fraerk as develped by a grup f experts rking fr the unil f Eurpe, althugh a netrk f peple and institutins thrughut Eurpe ere invlved in their revis
18、in. Beause the ntari urriulu as based n an verall fraerk enpassing all shl subjets, it as develped by urriulu experts ith se nsultatin f ESL speialists. hat D Standards Desribe, and hy?Language standards vary in hat they desribe, refleting their purpse and the neptual vies f thse h develp the. st la
19、nguage standards desribe hat learners kn and are able t d at varius levels. Hever, h this knledge and these skills are neptualized ay vary. Fr exaple, the Australian ESL bandsales and the ntari urriulu address the fur skills f reading, riting, speaking, and listening separately hereas the U.S. ESL s
20、tandards address the in an ebedded, integrative fashin. The Eurpean fraerk fuses n the interatin f the reeptive and interative des, partiularly fr speaking. Language standards vary in hat they desribe, refleting their purpse and the neptual vies f thse h develp the.The ntinuu f pedaggial and adinist
21、rative purpses generates a range f ther features. Fr exaple, standards develped fr pedaggial purpses inlude infratin abut press, that is, infratin fr teahers n h t teah and h students learn, hereas adinistrative standards d nt. Pedaggially based standards tend t be re detailed, hereas adinistrative
22、standards tend t present nise and less pedaggially infrative bullet pints listing hat students shuld be able t d. Althugh their frats are quite different, the U.S. ESL standards and the Australian ESL bandsales are detailed, lassr-ebedded desriptins f ESL teahing and learning. The ntari urriulu prvi
23、des nise bullet-pinted utes- based stateents f hat students ill d and learn in a given urse t ensure that the ntent is taught and easured and standards ahieved. The Eurpean fraerk prvides nise, transparent “an d” stateents t help learners understand and nitr their n prgress. All riters f standards n
24、eed t be nerned ith the validity f hat they desribe; therefre, hat they desribe has t be pen t srutiny by teahers regarding h ell it reflets their learners language develpent and their pprtunities fr learning. Teahers need t be nstantly ready t questin the ay standards present the piture f hat is t be learned and h learners prgress1/2 12 下一页尾页下载此论文：Language Standards：An Internatinal Perspetive，Part 1.dx（rd 文档）
