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The empowerment of the learner to cope with changes and challenges brought about by MetaCapitalism is discussed in two classroom research projects. The University of Hanover project deals with subjective theories of teachers and learners on portfolio (self-) assessment at the tertiary level of language learning, which should be seen against the background of the European Language Portfolio. The overall evaluation is positive and recommends the portfolio as a tool to bridge learning, teaching and assessment. The University of Wollongong project (Australia) reveals culture-specific aspects and beliefs on language learning and teaching, which are determined by multiculturalism and challenged by multiliteracies, including electronic literacy to be developed by staff and students.
List of contents
Contents: George Mickhail: MetaCapitalism: The New Politics of the New Academy - Rita Kupetz: Subjective Theories of Two Teachers and Their Learners' Beliefs on Portfolio (Self-)Assessment - Eamon Kiernan: Portfolio Assessment in Language Education: A Theoretical Justification and the Results of a Classroom-Based Research Project - Jill Schneller: Portfolio (Self-)Assessment in EFL Composition Courses - Gaetano Rando: Non-English-Speaking Background Students in Australian Universities and the Question of Academic English: The Wollongong Experience - Rita Kupetz: Culture-Specific Beliefs on Teaching in a Changing University Context as Observed at the University of Wollongong, NSW, Australia.
About the author
The Editor: Rita Kupetz is Professor of Methodology of Teaching English as a Foreign Language and Applied Linguistics at the University of Hanover, where she was Head of the Language Centre while the classroom research discussed in this book was being carried out. She spent the Winter Semester 2001 at the University of Wollongong, NSW, Australia, where she continued with the study on culture-specific beliefs regarding teaching and learning.
