The Aftermath of the Pandemic and (Language) Assessment: Are We There Yet?

Earlier this year, as schools around the world (of course, mine included) prepared to shift their activities and classes from face-to-face to (some 100%, others partially) virtual mode, I wrote a text1 using the GPS metaphor, which should, then, guide the way through the not-much-traveled roads and lead us “home”. The overarching argument of this essay is that the driving forces that should calibrate/orient the GPS to take us up and down these roads are the much-known principles of assessment.

The Myth Surrounding the Nonnative-English-Speaker Teacher

When I moved to the United States with an assistantship that paid for my tuition in my
master’s degree in TESOL and also gave me a monthly salary to cover my living expenses while in school, it did not cross my mind that my “nonnativeness” could be/would be a subject of concern.

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