On writing and standardized testing

Of all the readings, the one that called my attention most was the one by Ferris. It is to my a well-thought, easily understandable piece that resorts to practical issues that can be taken into the classroom and that explains how these activities respond to the research that has been done on the teaching and learning on writing. I have found it very useful both as a consultant at the Writing Program here at ISU and as learner of EFL learner myself.

I found it very easy to relate to this article given the experience I have had working closely with standards and the professional development of teachers of English as a Foreign Language. One of the things that has puzzled me throughout my career has been the distance that exists between what the research on the field of EFL writing (and in general) and the policies made by government institutions. It seems to me that it is a (as we say in Spanish) ‘diálogo de sordos’. This idiomatic expression (which can be offensive to some, for which I apologize but dare to include for the purpose of clarity) basically means that the dialogue is between two people that can’t hear. On the one hand, research shows us that the learning of writing (or any other skill in a second language) takes place under conditions that are totally different to those present at most educational contexts. On the other hand, policy-makers seem to blatantly ignore this fact and continue pushing teachers and students towards failure.  This seems to be the case of standardized testing here in the US (and probably everywhere).

In order to understand this one must look at the bigger picture and consider all the stakeholders involved in the decision-making processes. I will not discuss this further but my whole point is that it is probably necessary that the academia should start thinking about the ways to make their voices heard at the government level. It is my deep belief that whatever research or study scholars do should have as its ultimate and central goal the improvement of society, or at least, a very small portion of it. This is particularly true of education. I see no point in conducting studies will be stock in a library and will be read by new students year after year, without any pragmatic implication for those outside academic communities.

I do understand however that this is no easy task. Having their voice heard by policy-makers can be a nightmare for anyone. But, if scholars do not commit to social change, who will do? The answer to that is simple: companies. And companies will very rarely try to bring benefit to someone but themselves. Behind standardized testing and benchmarks are the biggest multinationals in the world and it is working pretty well for them. I guess what I’m saying here is that there’s a need to think of something like ‘scholar activism’. In Ferris article we see the gap between academia and the processes of standardized testing. Her suggestions on the teaching of writing are very interesting, but unfortunately very difficult to implement in k-12 settings due to the constraints imposed by all the stakeholders in the educational system. In other words, if the trajectory of our best research studies, of our best ideas on the teaching of ESL/EFL writing don’t reach the policy-making level I believe we are throwing our effort in (to continue with the Spanish idioms) ‘saco roto’ (which basically means to store your thing in a bottomless bag).

P.S.This is probably way out of line for our discussion, I recognize that.