Abstract
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 language | English |
|---|---|
| Pages (from-to) | 360-370 |
| Number of pages | 11 |
| Journal | Electronic Journal of Foreign Language Teaching |
| Volume | 12 |
| Publication status | Published - Dec 2015 |