An Interpretive Exercise in Moving from Research to Assessment in Language Arts

Abstract

Research on dialogic learning practices supports the use of dialogic contexts for language students, but actual teaching practice provides little evidence of corresponding assessments. In order to facilitate a qualitative research project on dialogic practices in language classes, I used audio-journals. This paper reports on an interpretive exercise, which came out of that research. In the interpretive exercise, I considered the strengths and challenges of using audio-journals in research. Furthermore, I contemplated the possibilities of using audio-journals in Language Arts instruction, to close in on the research gap regarding assessment of oral literacy.