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As a non-native English teacher, I have always carried magnifying glasses so as to spot general errors, subject-verb agreement, misplaced commas and/or slips of the like. Not much long ago, I realized that marking a piece of writing that is “unclear” to me involves more than just narrowing my feedback down to linguistic non-conformity.
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.
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.
Gabriel Brito Amorim, Ph.D. explores the COVID-19 response in Brazil’s educational system. Taking a look at the challenges that come with adapting to an online teaching environment.