How Might Language Teachers Productively Blur the Line Between Tasks, Games, and Testing
In the following essay, I consider something like a continuum from task to the game to assessment, but only in the bookend learning moments of “input” and “output.” I often think of learners in my classrooms as a gray box—not quite a “black box,” the inner workings of which are completely mysterious, but a thing into which we only ever have uncertain, provisional insight. We can do all sorts of theorizing about language acquisition and psychometry but will never have anything as exact as a litmus test. However accurate my notion is, it motivates me to focus on things that are much more knowable and observable: the inputs and outputs of a learning situation.
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