Multiple Intelligences as Strategy for Teaching EFL to high school graduates

Authentic or alternative assessment describes efforts to document learner achievement through activities that require integration and application of knowledge and skills and are based on classroom instruction. Ideally, these assessments are relevant to real-life contexts and include activities such as creating a budget, completing a project, or participating in an interview Authentic assessments are criterion referenced, in that

criteria for successful performance are established and clearly articulated. They focus

on the learning process as well as the products and they include means for learner

self-assessment and reflection. Often, authentic assessments are used in conjunction

with standardized tests to provide a more complete picture of learner progress.

Examples of authentic assessment include performance-based assessment, learner self-assessment, and portfolios. Performance-based assessment activities require learners to integrate acquired knowledge and skills to solve realistic or authentic problems, such as taking telephone messages, completing an application, or giving directions. Self assessment refers to checklists, logs, reflective journals, or

questionnaires completed by learners that highlight their strategies, attitudes, feelings, and accomplishments throughout the learning process .

Portfolio assessment consists of a systematic collection of the learners' work (such as writing samples, journal entries, worksheets, recorded speech samples, or standardized test results) to show individual progress toward meeting instructional objectives .

Computer-Assisted Language Learning

The use of computer-based technologies for language instruction is known as computer-assisted language learning (CALL). Computer software, including multimedia applications, and the Internet and the World Wide Web are examples of such technologies at use in language programs today.

Computer technologies can provide a course of instruction, facilitate activities and tasks, or create opportunities for additional practice . CALL

can also be structured to promoted teamwork and collaboration among the learners, a necessity for those programs with limited access to technology . It can be incorporated in instruction as an integral part of a class, as an option that learners access individually, or in some combination of class-based and self-access models.

Using technology can sometimes be difficult. The planning

process should involve consideration of at least the following elements: the needs and goals of the program, instructional focus, staffing, software and hardware availability or accessibility, learners' learning goals; and learners' and staffs' experiences with and attitudes toward computer use .

Critical Literacy Theory

Critical literacy theory expands the discussion of literacy practice beyond the basic functions of reading and writing. Where traditional literacy instruction might focus on skills such as decoding, predicting, or summarizing, critical literacy theory encourages critical examination of text, especially the social, political, and ideological elements present. Based in the assumption that literacy practices have the capability toboth reflect and shape the issues and power relationships at play in the larger society, critical literacy theory seeks to empower learners through development of critical and analytical literacy skills .

In the general sense, critical literacy theory encourages teachers to create instructional activities that help learners use analytical skills to question and respond to such elements as perspective, purpose, effect, or relevance of what they read and write.

For example, a teacher might prompt learners to distinguish fact from

opinion in a newspaper editorial or to identify an author's position on a topic and compare it to their own. The focus is on the learner as decision maker and active interpreter in reading and writing activities.

Family and Intergenerational Literacy

Family literacy has traditionally described the use of literacy within the context of the family, often as related to early childhood development and parental support of children's school achievement. Intergenerational literacy broadens that description, recognizing that relationships between adults and children, both within and outside the traditional definition of the family unit, affect the literacy use and development of all involved. Family literacy programs for ESL populations generally use family and