Please use this identifier to cite or link to this item:
Title: The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students.
Authors: Figueiredo, Sandra
Silva, Carlos Fernandes da
Nunes, Odete
Martins, Maria Margarida Alves d'Orey
Keywords: scientific domain
evaluation perceptions
Issue Date: 2016
Publisher: Future Academy
Citation: Figueiredo, Sandra Deolinda Andrade de Bastos; Carlos Fernandes da Silva; Odete Nunes; Maria Margarida Alves d'Orey Martins. The Big Four Skills: Teachers’ Assumptions on Measurement of Cognition and Academic Skills for Non-Native Students. , European Proceeding of Social & Behavioural Sciences, 8, 109-124, 2016.
Abstract: 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 differentareas, 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 byteachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.
Peer Reviewed: yes
metadata.dc.identifier.doi: 10.15405/epsbs.2016.05.11
ISSN: 2357-1330
Appears in Collections:CIP - Artigos/Papers

Files in This Item:
File Description SizeFormat 
European_Proc_Journal_2.pdf456,07 kBAdobe PDFThumbnail

FacebookTwitterDeliciousLinkedInDiggGoogle BookmarksMySpaceOrkut
Formato BibTex mendeley Endnote Logotipo do DeGóis Logotipo do Orcid 

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.