Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

Look at the list of suggested resources below. Try them and choose 
resources suitable for your students.
Resources
Mreader
http://mreader.org
Accelerator Reader
http://www.renlearn.com
Scholastic Reading Counts
http://src.scholastic.com
Xreading
http://xreading.com
International Research Foun-
dation for English Language 
Education
www.tirfonline/resources/references
SUMMARY
Section 2.5 discussed ways of learning outside the class. First, we ex-
plored the benefits of learning outside class for both learners and teachers. 
Second, we examined five principles of extensive reading. Third, we dis-
cussed principles of dialogue journal use and specifically looked at their 
potential advantages and possible drawbacks. 
HOMEWORK TASK TEN
Write a page report about how you can extend the lesson from Home-
work Task One outside of the classroom.
REFERENCES
1. Chiesa, D., & Bailey, K. M. (2015). Dialogue journals: Learning for a 
lifetime. In D. Nunan, & J.C. Richards (Eds.), Language learning be-
yond the classroom
(pp. 53-62). New York, NY: Routledge. 
2. Day, R., & Robb, T. (2015) Extensive reading. In D. Nunan, & J.C. Rich-
ards (Eds.), Language learning beyond the classroom (pp. 53-62). 
New York, NY: Routledge. 
3. Richards, J. C. (2015) The changing face of language learning. RELC 
Journal
, 1-18.

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CHAPTER THREE: LANGUAGE ASSESSMENT/TESTING
CHAPTER THREE: 
LANGUAGE ASSESSMENT/TESTING
Komila Tangirova and David L. Chiesa, Ph.D.
Chapter Three addresses language assessment and testing and will 
provide information and resources on how to better support the relation-
ship among teaching, learning, and assessment for EFL teachers in Uzbeki-
stan. The guiding question for this chapter is the following: How can lan-
guage teachers use information about their student’s knowledge and skills 
of language before, during, and after a lesson to better support their lan-
guage development? The goal of this chapter is to familiarize teachers with 
the two main areas of language assessment and testing known as Assess-
ment for Learning and Assessment of Learning. More specifically, Section 
3.1 and Section 3.2 will address the Assessment for Learning construct, and 
will explain how to gather and interpret data about student’s so teachers 
can make informed decisions about how to progress with lessons, change 
in syllabus, or changes in curriculum. Sections 3.3, 3.4, and 3.5 discuss the 
Assessment of Learning construct. The section will present information 
about testing concepts, while at the same time introduce teachers to basic 
statistical procedures that all language teachers around the world use to 
support their decision making. 

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RECONCEPTUALIZING LANGUAGE TEACHING