Assessment of intercultural communicative competence in pre-service English language teachers: challenges and practices
Journal Title: Nastava i vaspitanje/ Studies in Teaching and Education - Year 2018, Vol 67, Issue 3
Abstract
Preparing future teachers to be successful and competent intercultural communicators cannot be overemphasized in a time of migrations, cross-cultural misunderstandings, ethnic clashes, and gender politics. It is crucial to provide both instruction and training, so that students can both work on their own intercultural competence (IC), and become skilled and equipped to include IC elements in their teaching. The Intercultural Communicative Competence (ICC) course for pre-service English language teachers in Serbia has been reshaped several times since its introduction into the curriculum in 2008, primarily in its assessment formats. As a case study of assessment tools, the paper examines the organisation of assessment, how different assessment strategies were selected and employed over a period of 10 years. Special attention is placed on the balance between the three ICC domains, the use of summative and formative assessment, and the backwash effect against the specificities of the teaching context and pre-service English language teacher profile in a monocultural setting. It is shown that further adjustments are needed with particular attention being paid to the student profile and required outcomes for teacher education.
Authors and Affiliations
Lazarević Nina
Keywords
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- EP ID EP703983
- DOI www.doi.org/10.5937/nasvas1803471L
- Views 74
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