References (11)
References
American Council on the Teaching of Foreign Languages. (2012). ACTFL Proficiency Guidelines. Washington, DC. Retrieved from <[URL]>
Averett, S. L., & McLennan, M. C. (2004). Exploring the effect of class size on student achievement: What have we learned over the past two decades? In G. Johnes & J. Johnes (Eds.), International handbook on the economics of education (pp. 329–367). Cheltenham, UK: Edward Elgar Publishing.Google Scholar
Bachman, L., & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford University Press.Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice, (R. Nice, Trans.). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(1990). In other words: Essays toward a reflexive sociology. Cambridge: Polity Press.Google Scholar
(1991). Language and symbolic power. Cambridge, MA: Harvard University Press.Google Scholar
Faour, M. (2012). The Arab World’s education report card: School climate and citizenship skills. Retrieved from <[URL]>
Gebril, A., & Brown, G. T. L. (2014). The effect of high-stakes examination systems on teacher beliefs: Egyptian teachers’ conceptions of assessment. Assessment in Education: Principles, Policy, and Practice, 21(1), 16–33. DOI logoGoogle Scholar
Kachru, B. B. (1991). Liberation linguistics and the Quirk concern. English Today, 25, 3–13. DOI logoGoogle Scholar
Ochs, E., & Capps, L. (2001). Living narrative: Creating lives in everyday storytelling. Cambridge, MA: Harvard University Press.Google Scholar
Pennycook, A. (2010). Landscape as a local practice. New York, NY: RoutledgeGoogle Scholar