Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model

Otto, Ana

doi:10.5294/laclil.2018.11.2.6

Cited by 18 publications

(9 citation statements)

References 24 publications

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“…In this approach, CLIL instruction and assessment would be based on the explicit teaching of the language which is functional for the communicative tasks related to content learning. It would reflect the “higher disciplinary orientation to language/more visible language pedagogy” orientation described by Leung and Morton (2016) and be consistent with calls in the literature for a functional approach to language for instruction and assessment (Avenia‐Tapper & Llosa, 2015; Chadwick, 2012; Otto, 2018). In this way, language would no longer be an “invisible” component in CLIL assessment (Hönig, 2010), and threats to validity, fairness, and equity, in which students are assessed on what they have not been explicitly taught, would be reduced.…”

Section: Discussionsupporting

confidence: 61%

“…On the other hand, it is important to avoid reducing the language demand so much that it threatens the integrity of the content knowledge being assessed (Shaw & Imam, 2013). Rather than focusing on general language skills, there are strong arguments that the choice of language as an explicit focus of assessment should be directly related to subject‐specific thematic patterns and lexis (He & Lin, 2019), and the communicative learning tasks for which specific linguistic features are functional (Avenia‐Tapper & Llosa, 2015; Chadwick, 2012; Otto, 2018). Such an approach to integration would be what Leung and Morton (2016) describe as a “higher disciplinary orientation to language/more visible language pedagogy,” in which there would be explicit attention to aspects of subject‐specific literacy.…”

Section: Introductionmentioning

confidence: 99%

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Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Morton

Sobhy

2023

TESOL Quarterly

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This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was analyzed using specialization, a dimension of Legitimation Code Theory-LCT (Maton, Knowledge and Knowers. Towards a realist sociology of education, 2014), a sociological framework for analyzing knowledge practices. Specialization codes provide insight into epistemic relations (knowledge) and social relations (knowers) in educational practices. The results show that within epistemic relations, there was a balance between content and language as bases of achievement. Content quality was emphasized over quantity, language form was emphasized over function, and teachers gave different weights to language depending on the quality of the content. Social relations were also invoked, though less often than epistemic relations. The results suggest that teachers' positioning of students in terms of epistemic and social relations in their assessment practices may have consequences for the equitable treatment of learners in bilingual programs.

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Section: Discussionsupporting

confidence: 61%

Section: Introductionmentioning

confidence: 99%

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Morton

Sobhy

2023

TESOL Quarterly

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“…Por ello, se aconseja implementar sistemas formativos de evaluación en combinación con otros sumativos (Llinares, Morton y Whittaker, 2012), pero no solo estos últimos deben tener presencia en las aulas. Como resultado, la propia condición de la educación bilingüe trae consigo una reconsideración de los usos de la lengua extranjera (Otto y Estrada, 2019), así como del tratamiento de errores (Otto, 2018), sobre todo si lo comparamos con las técnicas de corrección intervencionistas características de la enseñanza de idiomas (Hampl, 2011;Lochtman, 2007;Milla, 2016;Schuitemaker-King, 2012).…”

Section: Marco Teóricounclassified

POSIBILIDAD DE APLICACIÓN DE TÉCNICAS DE CORRECCIÓN NO INTERVENCIONISTA PARA ERRORES ORALES A LA ENSEÑANZA DE IDIOMAS pp.17-32

Chichón¹

2020

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En el presente trabajo se reflexiona acerca de la ausencia de intervención correctiva como una posibilidad de técnica de corrección per se para errores orales en la enseñanza de idiomas. Esta propuesta encuentra su justificación en los resultados obtenidos tras la aplicación de tres herramientas de investigación (observación de clases, cuestionarios y entrevistas) en un contexto de educación superior. Se registraron diferencias significativas en la gestión docente del tratamiento de errores orales entre cursos de idiomas (ELE) y cursos de contenido (ANL) o de enseñanza bilingüe en español (lengua extranjera). Respecto al tratamiento de errores orales mediante técnicas de corrección intervencionistas, el estudio tiene en consideración dos variables: los tiempos de intervención pedagógica y las propias técnicas de corrección. Según esta distinción, ambos grupos de profesores optan por intervenir de forma inmediata, lo que conlleva casi necesariamente el uso de técnicas de corrección explícitas. Con todo, para ambos contextos (ELE y ANL) también queda manifiesta la posibilidad de no intervenir sobre los errores orales, sobre todo en los cursos ANL. Por último, se presenta una serie de recomendaciones para profesores de idiomas sobre el tratamiento de errores orales en relación con la posibilidad de aplicar técnicas de corrección no intervencionista.

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“…Basic writing skills such as spelling and handwriting require skills in phonological awareness and rapid drawing of letters and processing of orthographic information and fine motor skills (Decker et al, 2016). Regarding limited language skills, which must always be considered when analyzing student results, the types of language errors deserve special attention because their treatment will differ depending on their nature (Otto, 2018). This is where the teacher guides students in all class procedures and activities by giving comments and encouragement (Barrot, 2015).…”

Section: Mechanicmentioning

confidence: 99%

A Portrait About Writing Explanatory Skill of Fifth-Grade Elementary School

Palupi

Subiyantoro

Rukayah

2019

Int.J.Edu.Voc.Studies

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Indonesia has implemented the 2013 curriculum as a text-based learning framework. The text is used as a defender of science. The logical consequence, language skills are an absolute requirement for students so that they can achieve learning goals. On the other hand, writing is the highest skill in the language. Therefore, the study was aimed to describe the explanatory writing skills of fifth-grade elementary students. This research is a descriptive qualitative study using a sample of fifth-grade students in public elementary schools in the city of Surakarta, Central Java, Indonesia. Data collection techniques using documents and interviews. Source triangulation is used as data validity. The results showed that the greatest difficulty students had in writing explanations was writing cohesive and coherent sentences and paragraphs. They are only able to write their ideas without regard to syntactic rules. These writing skills involve students' metacognitive skills which also reflect other language skills such as listening and reading. This research output will be useful for academics and practitioners in determining the right learning approach to improve the success of text-based learning or the 2013 curriculum.

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Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model

Abstract: Evaluación del lenguaje en aprendizaje integrado de contenidos y lenguas extranjeras: una revisión de la literatura hacia un modelo funcional Avaliação da linguagem em CLIL: uma revisão da literatura para um modelo funcional

Cited by 18 publications

References 24 publications

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program

POSIBILIDAD DE APLICACIÓN DE TÉCNICAS DE CORRECCIÓN NO INTERVENCIONISTA PARA ERRORES ORALES A LA ENSEÑANZA DE IDIOMAS pp.17-32

A Portrait About Writing Explanatory Skill of Fifth-Grade Elementary School

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