Multiple CLIL writers (e.g. Ball, Kelly, & Clegg 2015) have emphasised the significant role of assessment in promoting learning in CLIL classrooms, where there is a dual focus on learning content and language (Genesee & Hamayan, 2016). Because of this dual focus, the assessment process in CLIL becomes more complex. Assessment in CLIL should provide insights into learner content and linguistic knowledge, as well as strategies used to learn both content and language in order to identify student progress and needs. This should inform both teachers and students in how to enhance learning. Despite excellent overviews, guidelines, and practical activities in CLIL assessment (Lin 2016; Mehisto & Ting 2017; Quartapelle 2012), teachers express concerns about adopting new assessment practices, principles, and techniques and are underusing the potential to support learning (deLuca & Bellara 2013; Hill 2017a; Tsagari & Vogt 2017).This chapter introduces (a) classroom-based assessment promoting learning, focusing on assessment for learning and learning-oriented assessment, (b) CLIL, and (c) teaching, learning, and assessment in CLIL. We will then synthesise these to inform our conceptualisation of assessment promoting teaching and learning of content and language in CLIL classrooms. A further role of this chapter is to introduce essential terms, notions, and conceptualisations used in the volume.We will next discuss classroom-based assessment promoting learning in general without discussing CLIL. Our intention is to set the boundaries of how we conceptualise
Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, the focus of classroom SCT-L2 has been on single activities, for example, teacher mediation of learners’ writing process or peer scaffolding. In this paper, we expand on these studies, building on Vygotsky’s (1997) metaphor of teacher as a creator of learner development. We propose how activities (1) where agency for guiding development lies with learners, (2) where the teacher takes the lead in guiding learner development, and (3) where opportunities for development emerge in dialogical interaction between the teacher and learners can be orchestrated to collectively create learner development. We report on an academic L2 English writing course at a Japanese university. The instructor first created opportunities for learner development in peer interactions. The instructor then built on the information received from these with regard to learners’ challenge with coherence in subsequent group dynamic assessment and frontal work using a SCOBA. Finally, the instructor traced the change in learners’ self-regulation in later peer interactions. We will focus on the development of one learner’s L2 English writing throughout the course, illustrating how insights into areas of learners’ struggle and mediated performance emerged in peer interaction, how the instructor built on these, and how this mediation guided the peer interaction to follow.
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