Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives

Moore, Emilee

doi:10.1080/13670050.2013.860947

Cited by 39 publications

(28 citation statements)

References 41 publications

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“…In line with other authors (Brouwer &Wagner, 2007;Doehler, 2010;Moore, 2014) learning in this study is conceptualized as a dynamic social process, situated in communities of practice, and which requires a longitudinal perspective. Opportunities for learning in this study are identified as interactional phenomena which focus on content and linguistic aspects of a specific learning object during the social process of the class generation and application of an assessment instrument.…”

Section: Theoretical Frameworkmentioning

confidence: 91%

“…8.4 (Nov-Dec 2015) ISSN Borràs, 2013; Moore, 2014). A lack of research exploring assessment in ICL-HE, particularly the learning potential of student-controlled assessment in the teaching and learning of professional discourse, exists.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Current emphasis on international collaboration and communication has created the additional need for professionals to develop second language competencies and acquire professional discourse not only in L1, but also in an additional language. Multilingualism is seen as a necessary prerequisite for access to the information flux in multilingual international professional communities and an enabling factor for international collaboration ( Fortanet-Gómez, 2013;Moore, 2014). In the institution studied, the focus of integrated content and language learning (ICL-HE) is on the acquisition of professional and academic discourse in an additional language, with corresponding content and linguistic objectives.…”

Section: Introductionmentioning

confidence: 99%

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Learning Opportunities Through a Student-generated assessment tool

Ploettner

2015

Bellaterra J. Teach. Learn. Lang. Lit

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The development of learning autonomy and the acquisition of professional discourse in an additional language are current priorities of higher education content and language integrated learning (ICL-HE). Research regarding assessment of these objectives is lacking. This pilot study explores the use of formative and self and peer assessment in the teaching of professional discourse in an ICL-HE context. It examines how student generation and application of an instrument to assess written professional discourse creates a knowledge building environment (KBE) and opportunities for learning and tracks the learning behaviour trajectory of one student. Interaction analysis is applied to audio and video data collected during a professional discourse writing activity. Classroom data provides evidence for the creation of KBE and opportunities for learning. Longitudinal data collected from one student reveals increasing orientation toward the learning object. The student generation of assessment instruments is a viable formative assessment technique in ICL-HE contexts.

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Section: Theoretical Frameworkmentioning

confidence: 91%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Opportunities Through a Student-generated assessment tool

Ploettner

2015

Bellaterra J. Teach. Learn. Lang. Lit

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“…Other studies that have explored the theoretical concept of linguistic repertoires include Jeoffrion et al (2014), Moore (2014), Canagarajah (2011) andRitzau (2014). Jeoffrion et al (2014) surveyed 684 students at the University of Nantes in France.…”

Section: Super-diversity and The Language Classroommentioning

confidence: 99%

“…Such super-diversity is transforming the way we think, learn and know, with some scholars expressing the fear that educational institutions are not yet in a position to deal with such change (Gkaintartzi et al, 2015;Moore, 2014;Pauwel, 2014). According to Kramsch (2014, p. 2), language and language education in particular are at the forefront of such concerns.…”

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confidence: 99%

Language teaching in a globalised world: harnessing linguistic super-diversity in the classroom

Bruen

Kelly

2016

International Journal of Multilingualism

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Abstract:The student body is becoming increasingly diverse in terms of language, nationality and cultural background. This study explores ways in which such linguistic diversity can be harnessed in the language classroom to enhance the language learning process. This paper describes a series of activities which were designed and implemented in four higher education language classrooms in Ireland. The activities included awareness-raising of the language profile of students taking a particular language module, and facilitated comparison of key grammatical concepts in both the target languages of the groups concerned (German and Japanese) and in the other languages in the participants' linguistic repertoires. The grammatical concepts included cases, sentence structure, tenses, passive voice and register. Analysis of participant feedback indicates that 36% of the participants were unaware of the other languages spoken by their fellow students prior to participating in the study, with 80% describing such knowledge as valuable to them. More than two thirds (70%) of participants described the activities as aiding their study of their target language.

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Migration and Linguistic Diversity in Higher Education: Implications for Language Teaching Practice and Policy

Bruen

Kelly

2020

Lifelong Learning Book Series

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An increase in migration has led in recent years to growing diversity in society, particularly linguistic diversity, which in turn is influencing higher education. A significant percentage of students now present with a mother tongue different to the medium of instruction. Many also possess additional competencies in a range of other languages.This chapter considers the challenges and opportunities which this situation poses for language teaching practice and policy in a university context. It also discusses possible implications for the design and delivery of foreign language degree programmes, if they are to better reflect the linguistic and cultural diversity in an increasingly multilingual student body, and to enhance the experience of all students studying foreign languages at university.

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Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives

Cited by 39 publications

References 41 publications

Learning Opportunities Through a Student-generated assessment tool

Learning Opportunities Through a Student-generated assessment tool

Language teaching in a globalised world: harnessing linguistic super-diversity in the classroom

Migration and Linguistic Diversity in Higher Education: Implications for Language Teaching Practice and Policy

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