1. WORKSHOP 3, APPLIED LINGUISTICS.
María de los Angeles Betancur / Bárbara Mercado Obreque.
7. HOW CAN WE ASSESS STUDENTS’ LEARNING?
1) How has the way of English testing changed over the 30 years? In your
opinion how does this affect teachers and teacher training? Discuss.
The way of English testing has changed in many aspects to the teachers
and teaching training. For example, in 1970 approximately, testing had been
seen as a new approach of Applied Linguistics. Then, it approach was incited to
create innovative techniques with a main purpose in common: testing. After
that, the basis for teaching and testing were viewed as one part of the four
skills. In this way, testing was based on the contents that teachers teach to the
students.
2) Do you feel that in Chile we have updated the way English tested?
Explain, give examples.
We think that in our country, Chilean people does not have a technique
that make us to obtain good results in testing, because sadly, nowadays
teachers are not prepared for take a test in the correct way, we do not upgrade
the English knowledge to the level that is necessary today. Actually, a lot of
teachers do not know how to apply the contents or how to use resources as
technological devices. For these reasons, teachers have to update the way in
which teach English as well as the way they testing their students. An example
of this can be when teachers think that they should teach only passive skills as
reading and listening, and they only evaluate these skills, but if they update their
teaching, they could take into account productive skills and develop a better
level of English in Chile.
3) In your opinion, how can the Test Method affect the validity of the
results? Explain and give examples.
We think about it that the test method has given bad results in students
through the time. It is because, if teachers teach based on a method that have
not given good results, obviously students cannot learn in the adequate way. An
important point that we can highlight is that test method does not help to
develop the knowledge in students. A clear example of this factor is when
teachers teach the contents and then they evaluate the learning of the students
through a test. The results not always are good, so teachers do not pay
attention in this case and they go on with the other contents, and in this way
students forget the previous contents. We think that it must be reinforced.

2. 4) Discuss an opinion on Alternative Assessment and their usefulness in
our teaching reality. Give examples to illustrate.
A good alternative assessment for every student should be an
assessment based on the corporal expression and mental expression, that is,
an activity in which students can develop their knowledge and feelings at the
same time. For example, the students could participate in class making oral
presentations or monologues in front of the others students in order to develop
the personality and grammar through speaking skill. Also students could play a
word game in which they have to memorize different words and classify them in
different groups. Concluding, we think that the environment of the class must be
more dynamic and interactive, because in this way students will be interested in
the class; also, the use of material or educative tools is very relevant because
this resource call the attention of the students, so they can learn in an easier
way. Finally, is important to apply different kind of evaluations for take into
account the needs and level of knowledge of each student.
8. HOW CAN WE PREPARE LANGUAGE TEACHERS?
1) How is the Constructivist Theory reflected in up to date teacher
development programmes? Do you agree with that? Is that your
experience as in training teacher?
Constructivist Theory is reflected in aspects as programs which helps to
the teaching develop for teachers in order to have a great advance in education
system and quality. It is like that because teachers based in this theory,
obviously have a constructive view to the teaching that they apply in their
classes, it implies that teachers organize their classes paying attention in their
own intellect and capacity of transmit the contents to the students. Teachers
have to take the role of reflective practitioner, which means that they are
experts in their subject and they help to the students to learn but they do not
interfere in the students learning. We are agree with it, because is a good tactic
to teach thanks to the role that we have to take. And finally, in our training we
think that this theory has been a great way to put our knowledge in practice.
2) What’s your opinion of collaboration among teachers and self-reflection
as tool for teacher’s development in our country? Can you think of
opportunities to carry them out? Explain.
We think about it that collaboration among teachers and self-reflection
have been very good ways to increase the teaching method. Teachers have the
opportunity of talk about their work and performance. In this way, they have the
chance to correct mistakes, considering their previous experience in class. In
the same way teachers can compare and update teaching methods that they

3. apply, in order to improve their level as teachers. About Chile, we have to say
that these kind of tools are being used in the present, which is very useful, but
we need more instruments like this, to extend the teachers’ knowledge.
3) Of all the factors which influence changes in language teaching, which
would you consider more important and why?
We consider that the most important factors, which have influenced some of the
changes in language teaching, are teaching training and development of
teachers. The reason of our chosen elements is because, these emphasize in
an important point for us: Second Language Acquisition. And it allows the
relationship between teachers, that is very important to develop a good
environment to work.