Category: Students’ content

Written by Karla Nađ, 4 ^th year of the Faculty of Education in Osijek

Inspired by the Nobel prize winner Jon Fosse, known for writing in stream-of-consciousness style.

Rain, another rainy morning, another day filled with sadness, what a waste of a day, why
even bother waking up, oh well, I should get out of the bed now or I’ll be late for work,
work, another way to waste my day, but money, yes money, you can do so much with it
and nothing without it, money, I hope I have some change to buy a breakfast, my tummy
is rumbling, so annoying, I should probably feed my cat before I leave, where is that
furry ball anyway, oh well, I guess she’s not hungry, I can’t blame her, even I wouldn’t
like to eat mystery meat from a can, oh well, enjoy your day, see you after work, this
hallway looks so cold, even this doorknob is cold, oh God, when will my suffering end,
birds are singing, so mesmerizing and peaceful, without any worry in the world, so
beautifully altered, oh no, not you, another trouble coming my way, I guess luck is not
on my side today, I hope he doesn’t notice me, well, well, isn’t this my beloved friend, oh
no, well hello, how are you this serene and awfully exquisite morning, tired but keep on
going, but that’s life I guess, oh boy, there’s no stopping him now, once he starts talking
he won’t stop, what is making you tired my friend, barely spilling those words knowing I
will regret them, oh you know, work, kids and stuff, I’m so glad I ran into you, we should
catch up sometimes, haven’t seen you in ages, yes, I hope it stays that way, yes of course,
that would be really lovely, great, I have some plans this weekend but I can make some
arrangements for my good old friend, no need, I can’t this weekend, I have some
unscheduled work to do, with my cat, oh okay, I have to go now, I’ll keep in touch, so
great to see you, it really made my day, you too, finally he’s gone, and I’m late for work,
great.

By Dorotea Blažinčić, 5th year of the Faculty of Education in Osijek, module C

The ability to speak a language is a vital part of language learning. As a result, assessing the
speaking abilities of young learners is a key component of language instruction. Because there is no one-size-fits-all approach to assessing speaking with young learners, this assessment of speaking can be seen as a double-edged sword. On one hand, assessment can raise the profile of speaking, provide learners with opportunities to engage in meaningful language use, and promote communication and collaboration skills. On the other hand, it can be used to measure achievement and can lead to a focus on form over function, the use of inappropriate assessment tasks, and the promotion of negative attitudes and behaviors. This essay will examine a range of issues related to the assessment of speaking for young learners, drawing on the insights of McKay (2006), Linse and Nunan (2005), Lynn Cameron (2001), Shaaban (2005), and Nation and Newton (2009).

To begin, McKay (2006) emphasizes the importance of assessment for raising the profile of
speaking and providing opportunities for meaningful language use. She argues that assessment should be used to evaluate the impact of teaching on student learning, rather than just to measure achievement. Assessment can help to identify areas where learners are having difficulty, as well as areas in which they excel, and can provide feedback that can be used to inform instruction. Furthermore, assessment can provide learners with opportunities to engage in meaningful language use and can promote communication and collaboration skills.

McKay (2005) also outlines five key principles for assessing the speaking abilities of young
learners. These principles focus on using appropriate tasks and activities, making use of
formative and summative assessments, providing feedback, involving learners in assessment and evaluation, and finally, considering the social, cultural, and linguistic context of the language being assessed. When assessing the speaking abilities of young learners, it is important to use tasks and activities that are appropriate for the age and level of the learners. This means selecting tasks and activities that are not too difficult but will still provide the learners with the opportunity to demonstrate their speaking skills. For example, when assessing the speaking abilities of beginner-level learners, activities such as “describe a picture” or “tell a story” are appropriate, while more advanced learners can be asked to engage in more complex tasks such as “deliver a presentation” or “lead a discussion”. Formative and summative assessments are also important for assessing the speaking abilities of young learners. Formative assessments are ongoing
assessments that occur throughout the learning process and provide feedback on the learner’s progress. Summative assessments, on the other hand, are used at the end of a course or unit of study to measure the learner’s overall performance. Formative assessments are particularly important in assessing the speaking abilities of young learners as they allow teachers to provide ongoing feedback and adjust their teaching as needed. Providing feedback is also an essential part of assessing the speaking abilities of young learners. Feedback should be both positive and constructive and focus on the areas in which the learner can improve. It is important to make sure that the feedback is clear and easy to understand, and that it is given in a supportive and encouraging manner. The involvement of the learners in the assessment and evaluation process is also important. Learners should be encouraged to participate in the assessment and evaluation process by giving their opinion on their performance, as well as providing input into how the assessment should be conducted. This will help to ensure that the assessment is meaningful for the learners and that it is an accurate reflection of their speaking abilities.

However, Linse and Nunan (2005) caution against the use of assessment to measure achievement. They argue that assessment should not be used to simply measure knowledge and skills, but rather to measure how learners are using language to communicate and collaborate. If assessment tasks are used simply to measure achievement, learners may become focused on form and may lose sight of the communicative purposes of language. Furthermore, if assessment tasks are too difficult or complex, learners may become frustrated and demotivated.

Similarly, Lynn Cameron (2001) argues that assessment tasks should be appropriate for the age and language level of learners. She emphasizes the importance of using tasks that are both meaningful and achievable for learners, as this will enable them to engage in meaningful language use. She also argues that assessment tasks should be used to measure a range of language skills, including listening, speaking, reading, and writing, rather than just focusing on one particular skill.

The speaking assessment, as it relates to Shaaban (2005), is designed to be an effective tool for evaluating a student’s language proficiency. It is designed to help teachers to assess a student’s ability to communicate effectively in the target language. This method of assessment allows teachers to evaluate the student’s ability to communicate, as well as their ability to express their ideas concisely and accurately. Through this method of assessment, the teacher can evaluate the student’s ability to understand, comprehend, and express themselves in the language. The assessment is conducted by having the student engage in a conversation with the teacher, or another student, in which they are required to answer questions, give opinions and explain their ideas. The assessment does not focus on grammar or vocabulary, but instead on the student’s ability to effectively communicate. It focuses on the student’s ability to understand the questions, their ability to respond appropriately, their pronunciation, and their ability to express their ideas fluently. The assessment also looks at the student’s ability to provide appropriate examples, and to respond to the questions promptly.

Finally, Nation and Newton (2009) argue that assessment should not be used to create a negative environment in the classroom. that assessment tasks should be used to promote positive attitudes and behaviors, rather than to create a sense of competition or to reward one learner over another. He also emphasizes the importance of providing feedback that is constructive and encouraging, rather than simply focusing on mistakes or deficiencies.

In conclusion, assessing the speaking abilities of young learners is an important part of language instruction. It is iimportant for teachers to be aware of the potential pitfalls of assessment, and to ensure that assessment tasks are appropriate for the age and language level of learners. By following the best practices outlined in this essay, such as using appropriate tasks and activities, making use of formative and summative assessments, providing feedback, involving learners in assessment and evaluation, and considering the social, cultural, and linguistic context of the language being assessed, language teachers can ensure that their assessments of speaking are meaningful and effective.

References:

○ Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.

○ Linse, C., & Nunan, D. (2005). Practical English language teaching. New York.

○ McKay, P. (2006). Assessing Young Language Learners (Cambridge Language
Assessment). Cambridge University Press.

○ Newton, J. M., & Nation, I. S. P. (2009). Teaching ESL/EFL listening and speaking.
Routledge. 5

○ Shaaban, K. (2001, April). Assessment of young learners. In English teaching forum
(Vol. 39, No. 4, pp. 16-23).

Written by Ines Ivanović

Located at the head of the Tokyo Bay on the Pacific coast of central Honshu, lies the metropolis and the capital city of Japan, Tokyo. During the day, modern yet majestic buildings stand proudly, showing their beauty to the tourists who come from all over the world, and during the night the same proud-looking buildings become neon-colored beacons lighting up the nightlife of this spectacular city.

Just a few blocks away you can find the exact opposite of this high-paced urban lifestyle and enjoy the cultural sights and the tranquility of some of the world’s most fascinating, historical places such as The Imperial Palace, or one of the many old and breathtaking shires. These cultural beauties await any interested tourist who come wanting to find out more about the rich history of the once poor fishing village known as Edo, now known as one of the most powerful yet stunning cities in the world decorated by its new and improved name.

The city is a perfect blend of both cultural and modern, people of all ages can surely lose themselves in the large, scary, yet equally gorgeous streets of Ginza, Tokyo’s biggest shopping district. Walking down this stunning street surrounded by the loud voices of Tokyo’s numerous citizens, we can smell the unique and intriguing scents coming from many different stalls offering some of the most famous Tokyo’s street food such as Takoyaki (fried octopus balls), Taiyaki (a fish-shaped cake filled with delicious red-bean paste) and many others that are just waiting to be discovered.

And fear not nature lovers, those who are lucky enough to visit Tokyo in the month of March, more specifically around the 14^th of March, are going to have the opportunity to attend the event called Cherry Viewing, one of the most breathtaking sights one can ever have the pleasure of experiencing. Sitting down on the luxuriously green grass beneath one of the magnificent cherry trees, enjoying the taste of local cuisine accompanied by your closest friends surrounded by the fresh breeze, the smell of the upcoming spring and the striking mix of red and white colored petals flying around you is unquestionably one of the best sights one can encounter.  

_{Written by Ines Ivanović}

A state of mutual trust and support between two or more people is the definition of friendship. Throughout our lives, we experience good, exciting, warm types of friendship full of support and comfort one may need. But for one to learn how to appreciate the value of true friendship he has to experience bad, mean and cold types of friendships. Losing a friend or two or even more is a hard and painful thing to happen but is normal and necessary for our personal growth. And the hardest ones to swallow are the ones lost due to immaturity. 

She was my friend for 11 years. She was like a sister to me and I was the same to her. There are days I miss her, very much so. I miss all the sleepovers, the walks, the parties and above all the way I could tell her everything and be understood. The day it happened started like any other, I suppose I half expected our friendship to come to an end, but nothing could prepare me for how painful it was once it did.

The buildup was slow, excruciatingly so. It started with something trivial as it always does, I can’t even recall what it was. School? Boys? The numerous responsibilities? I guess all of this became more important than the one dear to us. And when it reached the boiling point both of us were far too stubborn, prideful and immature. Due to something as vague as pride we lost the most beautiful thing we had – each other.

I always say and will continue to say – she wasn’t good for me! But, I also wasn’t good for her. Our friendship was something remarkable and right but happened at the wrong time.

From her I learned how to be a good friend, I learned how to help and how to receive help. She showed me how to be a friend! Furthermore, she taught me pain. The kind of pain I never want to go through again and will spend my entire life avoiding it.

Now, I have new friends, friends I love so much! Some of my new friendships are even better than the one I had with her. I learned from my story, changed and improved. So thank you! Thank you for making me a better person, and know that I will never stop wondering what would have been if.