The empowerment of the learner to cope with changes and challenges brought about by MetaCapitalism is discussed in two classroom research projects. The University of Hanover project deals with subjective theories of teachers and learners on portfolio (self-) assessment at the tertiary level of language learning, which should be seen against the background of the European Language Portfolio. The overall evaluation is positive and recommends the portfolio as a tool to bridge learning, teaching and assessment. The University of Wollongong project (Australia) reveals culture-specific aspects and beliefs on language learning and teaching, which are determined by multiculturalism and challenged by multiliteracies, including electronic literacy to be developed by staff and students.
Frankfurt/M., Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2002. 171 pp., num. fig.
Contents: George Mickhail: MetaCapitalism: The New Politics of the New Academy – Rita Kupetz: Subjective Theories of
Two Teachers and Their Learners’ Beliefs on Portfolio (Self-)Assessment – Eamon Kiernan: Portfolio Assessment in Language
Education: A Theoretical Justification and the Results of a Classroom-Based Research Project – Jill Schneller: Portfolio
(Self-)Assessment in EFL Composition Courses – Gaetano Rando: Non-English-Speaking Background Students in Australian Universities
and the Question of Academic English: The Wollongong Experience – Rita Kupetz: Culture-Specific Beliefs on Teaching in a Changing
University Context as Observed at the University of Wollongong, NSW, Australia.