posted by Jürgen Kurtz, Justus Liebig University (JLU) Giessen, Germany
The 14th BAAL SIG Language Learning and Teaching will come together at the University of Southampton, UK from Thursday 12th July to Friday 13th July 2018. This year’s theme will be: “Language teaching and learning in unstable times, and in changing political landscapes”.
The conference will enable participants to discuss the many challenges offered to traditional language education policy and practice by increasing interconnected globalization and changing conceptions of identity, accompanied by a rise in global migratory flows, resurgent nationalism and social inequality. These challenges have both foreseen and unforeseen consequences for the development and implementation of language education policy, and for teaching, learning and assessment practices.
For further details, please click here. This is what I would like to discuss:
Standards-based EFL Education in Germany: Toward a checklist approach to instruction and learning?
In Germany and in many other countries around the world, proponents of standards-based education have (somehow) managed to elevate competence-based instruction and the demonstration of knowledge and skills in nationwide performance tests to an educational imperative. Opponents caution against placing too many expectations on standards-based reforms, on measurability, testing, and system monitoring, arguing that conceiving of school education in terms of measurable outcome primarily may eventually have some undesirable backwash effects (e.g. teaching to the test). However, up to now, little empirical research has been conducted to figure out how standards-based reforms affect learning and teaching in EFL classrooms. Against this backdrop, I would like to outline and problematize standards-based instruction and learning in Germany, placing special emphasis on the central findings and implications of a recent interview study conducted with 697 EFL teachers in the federal German state of Hesse.