Innovative assessment in Hindi

Peter Friedlander*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review


    In this article, I will examine the challenge facing Hindi language teaching in Australia due to the development of distinct cohorts of learners covering a spectrum from heritage to non-heritage learners of Hindi. I shall situate this examination in the interaction between language teaching styles and assessment, which has been a feature of Hindi teaching in Australian universities since its establishment in the 1970s. Following the typology of Cook (2008), I shall consider how a succession of teaching styles has impacted Hindi teaching during this period and how the development of Hindi teaching styles has related to student assessment. I will then argue that, in response to the contemporary challenges presented by diverse student cohorts and the ex-tensive use of online text based translation tools by students, there is a need to adopt a new comprehensive approach to assessment, incorporating real time activities based on task based learning activities.

    Original languageEnglish
    Pages (from-to)360-370
    Number of pages11
    JournalElectronic Journal of Foreign Language Teaching
    Publication statusPublished - Dec 2015


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