I hope the New Year has been off to a good start for you.
I have exciting news to share: another article on the research project you contributed to has been published this week. Here is a link to the journal website, and a pre-print copy attached for those (most of us) who do not have access to an academic library.
When inquiry is seen as resistance to change: expert teachers’ experiences with the implementation of portfolio-based language assessment (PBLA)
Unfortunately, the journal is not open access, but it is a reputable one, with a focus on critical theory and pedagogy, as is the article itself. The paper took over a year of blind peer review and revisions, so I hope you find the final product worth taking a look at.
As with the previously published article, I have just started uncovering the very tip of the PBLA iceberg, and more of it will be described in the dissertation, which will take another year or two. I understand that many of you may want to see more tangible results much sooner.
Below is a brief overview with links to a few previous and upcoming presentations continuing to explore PBLA from different angles. The presentations were well-attended, including representatives from IRCC and the CCLB.
I am grateful to each and every one of you for your contributions! I am also thankful to my colleague, Jennifer Burton, who joined me in this large, time-consuming, but exciting project.
Collectively, we make it known and well-documented how PBLA has been experienced by LINC/ESL practitioners in Canada.
Looking forward to sharing more milestones with you in the future.
P.S. You can always let me know if you would like to be removed from this mailing list.
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Centre for Educational Research on Languages and Literacies
Department of Curriculum, Teaching and Learning | OISE
Publications on PBLA:
Critical Inquiry in Language Studies – When Inquiry is Seen as Resistance to Change: Expert teachers' experiences with the implementation of portfolio-based language assessment
TESL Canada Journal - "Batting the piñata and swallowing camels”: Teachers learn to PBLA in the absence of dialogic interaction
Presentations on PBLA:
Desyatova, Y. & Burton, J. L. (2020, March). Examining learner autonomy in portfolio-based language assessment: Adult student experiences. AAAL Annual Conference. Denver, Colorado.
Desyatova, Y. (2019, December). Leading and administrating PBLA: “Champagne on water wage.” Paper presented at the TESL Ontario Annual Conference, Toronto, ON. Available from the TESL Ontario website – presentation slides & summary hand out
Burton, J. L., & Desyatova, Y. (2019, December). Learning English with PBLA: What LINC students say. Paper presented at the TESL Ontario Annual Conference, Toronto, ON. Available from the TESL Ontario website – presentation slides & summary hand out
Desyatova, Y. (2019, June). Newcomer language teaching and learning in Canada: Perspectives on recent policy changes. International Metropolis Conference. Ottawa, ON.
Desyatova, Y. (2018, November). Teacher learning in PBLA: A critical analysis. (Published later in the TESL Canada Journal) TESL Ontario Annual Conference. Toronto, Ontario. Available from the TESL Ontario website – slides & hand out