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Publication
The big four skills: Teachers’ assumptions on measurement of non-native students cognition
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Advisor(s)
Abstract(s)
The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning
the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to
determine which tasks are important to assess properly the cognitive and academic language proficiency
(Cummins, 1980; 2012). Research questions: It is of high probability that young students with origin in
immigration significantly differ on their communication strategies and skills in a second language processing
context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their
scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as
having different origin in scientific domain of teaching and training perceive differently an adapted four-skills
scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year
service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA
(Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically
significant differences among teachers of different areas, mainly between language teachers and science teachers.
Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be
measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks,
there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks
and the teachers’ perceptions on evaluation and toward competence of students would likely determine limitations
for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence
to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading
skills are best considered compared to oral comphreension skills in non-native students.
Description
Keywords
Scientific domain Teachers’ training Four-skills Evaluation perceptions
Citation
In Proceedings of the ICCSBS 2016 - The Annual International Conference on Cognitive - Social, and Behavioural Sciences (pp. 109-124). Nicosia: Future Academy. doi:10.15405/epsbs.2016.05.11
Publisher
Future Academy