Language Standards：An International Perspective，Part 2
by Penny McKay, Paolo Coppari, Alister Cumming, Kathleen Graves,
Lucilla Lopriore, and Deborah Short
Editor's note: Part 1 of this discussion introduced standards, the reasons for their development, and the way they are developed, based on the experience of the five colloquium presenters from different parts of the world. Part 2 in this issue looks at the successes and challenges in implementing standards and assessing their impact.
When we considered in Part 1 the purposes for, and ways in which, our four language standards (Australian ESL bandscales, Ontario Curriculum, European framework, U.S. ESL standards) were constructed, we reflected on the fact that the construction of the standards varied depending on their purpose (pedagogical or administrative) as well as other factors. When we consider the implementation of the same standards, we find differences in dissemination and implementation related to a commitment to their effective implementation. A fundamental theme in Part 2 is that there is an urgent need for more research into the ways teachers react to and use standards in their classrooms.
Without any indications of whether standards affect language education positively, there is little empirical basis on which to argue for their values or benefits.
How Do Schools and Teachers Learn About Standards?
In cases where standar
[1] [2] [3] [4] [5] [6]