Applied Linguistics and Language Teacher Education by Nat Bartels

324 THE USE OF KAL IN TESTINGthe test (4 teachers). The end-of -term/year tests are constructed by all the teachers of aspecific grade, meaning that there are between three to five persons working on a test,limiting the influence any individual teacher can have on the test.As suggested above, time is another important factor for the teachers. It is oftenmuch easier to use sentences as it takes less time than trying to construct relevantparagraphs. The marking exercise would also be less time consuming. The teachers saythat with the large numbers in their sometimes six to seven different classes, it is mucheasier just to mark sentences.Another common consideration of the teachers is the fact that the CaribbeanExaminations Council English examinations use this same structure. In the grammar andvocabulary sections of this examination, the students are given sentences to fill inappropriate words or to underline particular words and phrases. Therefore, the teachersthey are preparing their students to master this examination.CONCLUSIONWhile there is some use of KAL in testing, it appears as if this task is not as easy aswhen applying KAL to teaching. One reason for this may be that few of the teachers inthe study have ever had coursework which required them to use their KAL for languageassessment. Knowing about language and language learning is probably not enough.Teachers also seem to need to know how to use this knowledge to do assessmenttasks, not just teaching tasks, as seen by the fact that some teachers were aware of theimportance of the use of KAL in testing but they were not sure how to do so. Moreover,it is also clear that in some situations there are situational constraints that make usingKAL very difficult, if not impossible. Therefore, more emphasis needs to be placed onusing KAL in situations where external constraints restrict teachers’ ability to use theirKAL.REFERENCESCarrington, D. (1988). Creole Discourse and Social Development. IDRC Manuscript Report 212e. Canada:IDRCDeCamp, D. (1971). Towards a Generative Analysis of a Post-Creole Continuum. In D. Hymes (Ed.)Pidginization and Creolization of Languages. Cambridge: Cambridge University Press.Gass, S. & Selinker, L. (1993) Second Language Acquisition An Introductory Course. New Jersey: LawrenceErlbaum.Hadley, A. O. (1993) Teaching Language in Context. Boston: Heinle & Heinle PublishersMcCuen, J. & Winkler A. (1998). From Idea To Essay ( Edition). Boston: Allyn and BaconMinistry of Education and Culture. (1992). Reform of Secondary Education Language Arts. Kingston: Ministryof Education.