Linguistic imperialism
started as a concept in applied linguistics which initially emerged from a multilingual interaction where the focus has been explicitly on
how
and
why
a language dominates others in a particular multilingual context and in terms of a theoretical framework. As deeply rooted in the European legacy, the phenomenon has been viewed as an extension of cultural imperialism, and various modes of exploitation and discrimination have been attached to it, especially in the historical contexts of African and Asian colonialism. While focusing on the features of global education systems, scholars now connect linguistic imperialism with various political ideologies and create a broader spectrum of notions to explore linguistic imperialism. Thus, there is currently a paradigm shift changing the methodology of exploring linguistic imperialism and using it for creating awareness in favor of local languages and linguistic rights.
Formative assessment is an ongoing activity that helps to understand the gaps between a student’s current understanding and the objectives to achieve. If combined with appropriate feedback, it has powerful positive impact on students’ learning. The objective of the study was to explore the quality of classroom assessment practices of physics teachers in Pakistan. One hundred fifteen (115) principals, one hundred thirty-nine (139) physics teachers and eight hundred (800) 10th class science students were selected randomly from 162 target schools. Three (03) validated and reliable 5-point Liker-type scales were developed to collect the perceptions of the respondents. Eighteen hundred checked class tests of 20 physics teachers were also analysed to explore the quality of assessment. It was concluded that the quality of formative assessment is poor, and teachers must be trained to improve feedback process given to the students to enhance their learning.
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