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Instructor-Generated Orthographic Assessments in Intensive English Classes

Instructor-Generated Orthographic Assessments in Intensive English Classes

Abdulsamad Y. Humaidan, Katherine I. Martin
Copyright: © 2019 |Pages: 40
ISBN13: 9781522569862|ISBN10: 1522569863|EISBN13: 9781522569879
DOI: 10.4018/978-1-5225-6986-2.ch011
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MLA

Humaidan, Abdulsamad Y., and Katherine I. Martin. "Instructor-Generated Orthographic Assessments in Intensive English Classes." Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, edited by Eddy White and Thomas Delaney, IGI Global, 2019, pp. 204-243. https://doi.org/10.4018/978-1-5225-6986-2.ch011

APA

Humaidan, A. Y. & Martin, K. I. (2019). Instructor-Generated Orthographic Assessments in Intensive English Classes. In E. White & T. Delaney (Eds.), Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom (pp. 204-243). IGI Global. https://doi.org/10.4018/978-1-5225-6986-2.ch011

Chicago

Humaidan, Abdulsamad Y., and Katherine I. Martin. "Instructor-Generated Orthographic Assessments in Intensive English Classes." In Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom, edited by Eddy White and Thomas Delaney, 204-243. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-6986-2.ch011

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Abstract

Orthographic knowledge, or knowledge of spellings, word forms, and conventions of print, is a crucial skill underpinning a range of literacy skills. Despite its importance, orthographic knowledge receives relatively little attention in second language contexts, including in adult English as a second language (ESL) programs. This chapter provides an overview of orthographic knowledge, its development in first language (L1), and what is understood about orthography in second language (L2). The chapter then reports detailed results of a qualitative interview study in which current and former ESL instructors shared their experiences, practices, and perspectives on orthographic instruction and assessment, including the development and use of instructor-generated assessments. The chapter concludes with a summary of results and suggestions for ESL orthographic instruction and assessment.

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