pedagogy
Filtering by topic pedagogy(3)Clear all filters
- PaperAssessment & Evaluation in Higher Education3 Jul 2026
The potential of authentic assessment in literary studies pedagogy and the problem with the ‘real world’
Sabine Kildea, Isobel Lavers, Hannah Upton, Claire Hansen
Explores the potential of authentic assessment in literary studies while critiquing the emphasis on 'real world' applicability. Analyzes a pilot 'Great Writers Festival' assessment incorporating creative and critical options, groupwork, and public presentation, evaluating student outcomes against five key traits including critical thinking and social impact.
Original abstract
This article explores the potential of authentic assessment in literary studies education while offering a critique of the understanding of authentic assessment as a means of fostering student experience in ‘real world’ contexts. We consider authentic assessment as it pertains to literary studies and the humanities and analyse the implementation of a pilot authentic assessment design at an Australian university. The pilot assessment, titled ‘The Great Writers Festival’, comprised creative and traditional critical assessment options, a blend of groupwork and individual contributions, peer review and self-evaluation, and culminated in a public event in which all students presented their final projects. Our article takes a twofold approach, in that while examining the implementation of an authentic assessment model in literary studies, we also interrogate the concept of ‘real world’ applicability in authentic assessment literature and practice. The essay analyses student assessment, self-evaluation and survey responses and evaluates the implementation of authentic assessment in a humanities discipline through a framework structured by five key traits: critical thinking; interpersonal skills; engagement; ontological knowledge and social impact.
- NewsBritish Council TeachingEnglish25 Jun 2026
TeachingEnglish: Understanding language systems
This resource from TeachingEnglish focuses on understanding language systems, providing educators with insights into grammar, phonology, and lexis for effective language teaching.
Original abstract
<span class="field field--name-title field--type-string field--label-hidden">TeachingEnglish: Understanding language systems</span> <span class="field field--name-uid field--type-entity-reference field--label-hidden"><article class="user-profile-card profile"> <div class="user-profile-card-inner"> <div class="avatar"> </div> <div class="username-row"> <div class="username h6"> TeachingEnglish </div> </div> <div class="profile-bio small"> <p>This resource was developed by the TeachingEnglish editorial team.</p> </div> </div> </article> </span> <span class="field field--name-created field--type-created field--label-hidden"><time datetime="2026-06-25T03:00:44+00:00" title="Thursday, June 25, 2026 - 03:00" class="datetime">Thu, 06/25/2026 - 03:00</time> </span> <div class="layout layout--onecol"> <div class="layout__region layout__region--content"> <div class="magazine-block-hero-content block block-layout-builder block-field-blocknodemagazinefield-hero-content"> <div class="break-out hero-bg"> <div class="container-fluid px-0"> <div class="field field--name-field-hero-content field--type-entity-reference-revisions field--label-hidden field__items"> <div class="field__item"> <div class="paragraph paragraph--type--image paragraph--view-mode--default"> <img loading="lazy" src="https://www.teachingenglish.org.uk/sites/teacheng/files/styles/wide_1920_x_700_focal_point_crop/public/website-Getty%201283318203.jpg?h=9e499333&itok=GaI0gZ-2" width="1920" height="700" alt="boy and girl laughing and writing on a blackboard" class="img-fluid image-style-wide-1920-x-700-focal-point-crop"> </div> </div> </div> </div> </div> </div> <div class="hidden block block-system block-system-breadcrumb-block"> <nav role="navigation" aria-labelledby="system-breadcrumb"> <h2 id="system-breadcrumb" class="visually-hidden">Breadcrumb</h2> <ol class="breadcrumb"> <li class="breadcrumb-item"> <a href="https://www.teachingenglish.org.uk/">Home</a> </li> </ol> </nav> </div> <div class="hidden block
- PaperLanguage Teaching29 May 2026
Global Englishes: Research agendas and tasks in English as a lingua franca
Will Baker, Fan Fang, Telma Gimenez
This paper outlines nine research tasks for Global Englishes and English as a lingua franca, emphasizing intercultural and digital communication through trans theories like translanguaging, transmodality, and transcultural communication. It calls for rethinking communicative competence to include multilingual, multimodal, and multicultural resources, and highlights pedagogical implications such as reassessing the native speaker model, global citizenship education, translanguaging, and decolonial perspectives, with a need for changes in teacher education and assessment. The authors stress the persistent gap between real-world translingual practices and monolingual English language teaching models.
Original abstract
Global Englishes, and within that the field of English as a lingua franca, is a huge and expanding area of research and pedagogy. This paper provides a sample of our beliefs about productive areas of research. The nine tasks presented suggest the importance of research in the areas of intercultural and digital communication, especially through the adoption of trans theories such as translanguaging, transmodality, and transcultural communication. Furthermore, concepts such as communicative competence will need rethinking to match the multilingual, multimodal, and multicultural resources that appear in such communication. The implications for pedagogy are extensive, including a re-evaluation of models and aims such as the (ir)relevance of the native speaker, global citizenship education, translanguaging, and decolonial perspectives, and approaches to both oral and written communication. Accompanying any changes in pedagogic practices must be changes in how we think about teacher education as well as assessment. Pedagogic research is crucial as there is a need to address the persistent gap between “real-world” translingual, transmodal, and transcultural uses of English and monolingual, Anglophone-orientated English language teaching models and approaches.