Evidence-Informed Alignment in TESOL: A Five-Dimensional Framework Integrating Curriculum, Pedagogy, Interaction, Assessment, and Context

Paul A. Silva

Abstract


Teaching English to Speakers of Other Languages (TESOL) has traditionally examined pedagogy, classroom interaction, and assessment as distinct areas of inquiry. However, their educational significance depends largely on the relationships among them. This article develops an integrative conceptual framework for understanding how curriculum, pedagogy, classroom discourse and interaction, assessment, and context operate as interconnected dimensions of TESOL practice. Drawing on scholarship in classroom discourse, second language acquisition, communicative and task-based language teaching, sociocultural theory, language assessment, formative feedback, and constructive alignment, the article synthesises research across four analytical domains: interaction and participation, pedagogical approaches, assessment as evidence of learning, and evidence-informed educational adaptation...


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