The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing

Shan, Zhibin; Yang, Hua; Xu, Hao

doi:10.1016/j.asw.2023.100742

Cited by 1 publication

(1 citation statement)

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“…This generalization is particularly strong when LOTE teachers' professional development is discussed [5][6][7][8]. Such an overgeneralized understanding does not help reveal the underlying mechanism by which language education policy reaches and affects concrete practices of LOTE teaching, learning, and teacher development [9]. The lack of studies that investigate the complex interactions between policy and practice in LOTE education thus creates a research gap.…”

Section: Introductionmentioning

confidence: 99%

Multilingual Education Policy and LOTE Teacher Development: Focusing on China’s LOTE Programs in Higher Education

Yu,

2023

Education Sciences

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This article, drawing on recent research on Language Other than English (LOTE) programs in China’s universities, examines the impact of multilingual education policy on the professional development of LOTE teachers. We argue for the mediating roles of LOTE programs as they carry the influence of education policy on teacher development. In other words, LOTE programs may influence the way in which education policy impacts teacher development. Specifically, LOTE programs seem to play three mediating roles: (1) How education policy is perceived and understood by the program designer or/and coordinator impacts how LOTE teachers who engage in the program are influenced, (2) how educational resources are allocated to teachers teaching in the LOTE program impacts teachers’ professional development, (3) how teachers actually position themselves in the LOTE program as opposed to their identities positioned by education policy and the university administration impacts their professional development. In a word, the influence of multilingual education policy on the professional development of LOTE teachers may be mediated by such meso- and micro-level factors as administration, resource, and identity work.

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Section: Introductionmentioning

confidence: 99%