Developing multiple literacies in an EAP direct entry pathway program through integrated assessments

Abstract

The multiliteracies framework provides a pedagogical approach relevant to English language direct entry pathway (DEP) programs at university, recognising that education and communication in a multicultural, multimodal, and globalised world involves more than language literacy. Integrated assessments, in which some combination of listening, speaking, reading, and writing are included and assessed, offer an appropriate form of assessment for this pedagogical context, but limited research explicitly connects the specific challenges and affordances of integrated assessments for assessing multiple literacies. The aim of this project was to consider how multiple literacies could be assessed through integrated assessment by conducting a review of the literature and applying this research to the collaborative development of an integrated listening-into-speaking task and rubric for use in our DEP programs. The proposed task and an approach to collaborative rubric development for integrated tasks is outlined.