Academic literacy, Transformation

How justifiable are language assessment and intervention at tertiary level?

Kabelo Sebolai will present the case at the Language Testing Research Colloquium (LTRC 2019) in Atlanta

At this upcoming conference in Atlanta in March NExLA’s chairperson will offer a South African perspective on the measurement of students’ preparedness to handle the demands of academic discourse. While academic literacy is taken for granted by language teaching professionals, the tendency is for non-language teaching academics in disciplines that are traditionally less associated with language processing to be sceptical of the role of language assessment and intervention in academic performance. Not only has this been the case in South African higher education in general, it is also a challenge faced by language departments in other parts of the world.  Continue reading “How justifiable are language assessment and intervention at tertiary level?”

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