An Ethnographic Case Study on University English Instructors in China
Description
This book investigates the Language Assessment Literacy (LAL) development of university English instructors in the Chinese context. It examines localised LAL needs of university English instructors in their natural teaching contexts, and also documents LAL developmental trajectories by tracking how university English instructors gain, enhance, and sustain their LAL through their engagement in assessment practices. Additionally, this book delves into how university English instructors shape their assessment identities in assessment practices along with their LAL development. Finally, it analyses how contextual, experiential, and personal factors influence university English instructors’ LAL development, probes challenges and opportunities university English instructors may encounter in LAL development, and also explores how they mobilise these challenges and opportunities to promote their LAL development and construct assessment identity.
This book provides practical insights for university English instructors themselves, and assessment trainers/training providers, guiding them to enhance instructors’ LAL so as to improve the quality of assessment in the Chinese university context.
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