Foreign language writing assessment and brazilian educational policies

Luciana de Oliveira, Solange Aranha, Fernando Zolin-Vesz

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Little is known about foreign language assessment in Brazil, and much less about foreign language writing assessment. This chapter addresses to what extent foreign language writing assessment has been included in Brazilian educational policy in Years 1-3 of high school. The authors examine and discuss an official document that guides the teaching and learning of foreign languages in Brazil, especially English and Spanish, and the guidelines to select school textbooks. The authors propose a framework for the inclusion of foreign language writing assessment for the Brazilian educational context and discuss principles of foreign language writing assessment that should guide assessment and instruction in high school classrooms.

Original languageEnglish (US)
Title of host publicationThe Politics of English Second Language Writing Assessment in Global Contexts
PublisherTaylor and Francis
Pages34-46
Number of pages13
ISBN (Electronic)9781351603034
ISBN (Print)9781138094468
DOIs
StatePublished - Jan 1 2018

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

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    de Oliveira, L., Aranha, S., & Zolin-Vesz, F. (2018). Foreign language writing assessment and brazilian educational policies. In The Politics of English Second Language Writing Assessment in Global Contexts (pp. 34-46). Taylor and Francis. https://doi.org/10.4324/9781315106069