Issues in the assessment of bilingually educated students: expressing subject knowledge through L1 and L2

Gablasová, Dana

doi:10.1080/09571736.2014.891396

Cited by 31 publications

(7 citation statements)

References 22 publications

(25 reference statements)

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“…They perceived this as a more effective approach to access content (see also [31]). Similar findings can be seen in the United Arab Emirates [32], Thailand [33], and Slovakia [34], where it was found that English may constrain students' ability to express the knowledge that they have in their L1 (see also [21,35]).…”

Section: Comparing Emi and L1 Students' Academic Resultssupporting

confidence: 80%

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

2022

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Teaching science through English as a medium of instruction (EMI) is a growing phenomenon around the world. In Hong Kong, this was realised on a large scale in 2010, with the implementation of a “fine-tuning” compulsory language policy. This allowed Chinese-medium schools to adopt EMI fully. Yet, despite such rapid and widespread adoption, an adequate understanding of key stakeholders’ experiences in relation to their perceptions of what constitutes effective EMI science education remains scarce. Thus, we question the sustainability of EMI programs that are driven by top-down policy. In this case study, we explore the perspectives and experiences of six EMI science teachers and thirteen of their students as their secondary school transitions from partial to full EMI. From in-depth interviews (complemented by classroom observations), findings reveal that the transition to full EMI has presented challenges that appear to hinder students’ development of scientific knowledge and the language of science in English. This directly counters the primary goal of the fine-tuning policy. Nevertheless, findings also illuminate a number of coping strategies teachers and students use to deal with their changing curricula. Overall, we offer insights into this under-researched context of transitioning EMI programs and provide recommendations for future research and practice.

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Section: Comparing Emi and L1 Students' Academic Resultssupporting

confidence: 80%

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

2022

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“…Zafiri and Zouganeli, 2017). I S S N : 1 9 8 8 -8430 Gablasova (2014) studied two groups of Slovak students from the same bilingual high school, the same contents were presented in their L1 (Slovak) to one of the groups and in their L2 (English) to the other. Her findings show certain constraints in bilingually educated students' L1 performance, as compared to those who receive instruction only in their L1, more specifically disfluencies and the use of inaccurate terms were observed in the L2-educated group.…”

Section: L1 In the Assessment Processmentioning

confidence: 99%

L1 in CLIL: The case of Castilla-La Mancha / L1 en AICLE: El caso de Castilla-La Mancha

Harrison¹,

Cerqueiro²

2020

Tejuelo

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La enseñanza AICLE implica impartir una DNL (Disciplina No Lingüística) a través de una segunda lengua o lengua extranjera (L2), integrando lengua y contenido. Sin embargo, esta descripción general ignora los contextos docentes donde se emplea la lengua materna (L1). La elección de la lengua puede tener consecuencias tanto en la metodología, en situaciones de aula que favorezcan el uso de la L1, como en los instrumentos de evaluación. Actualmente, los investigadores admiten la importancia de la L1 en AICLE y la legislación sigue gradualmente sus indicaciones. Se ha llevado a cabo un estudio piloto entre maestros de Educación Primaria en la comunidad autónoma de Castilla-La Mancha, España, con el fin de comprobar cómo se abordan estos temas/retos en la escuela. El objetivo del presente estudio es comparar los principales puntos de vista de los agentes implicados en AICLE. El estudio presenta una revisión bibliográfica de las tendencias y estudios recientes sobre AICLE y muestra cómo los recientes cambios legislativos en nuestra región se han adaptado a la investigación. Las opiniones expresadas por maestros en activo revelan la necesidad de indicaciones más claras en la legislación, que debe acercarse a la práctica docente. Abstract CLIL settings involve teaching a content subject through a second or foreign language (L2), integrating both language and content. However, this general description ignores classroom scenarios which include the use of the mother tongue (L1). The language choice may affect both methodological practices, namely classroom situations that favour the use of the L1, and also assessment instruments. Nowadays, scholars admit on the relevance of the L1 in CLIL and legislation gradually adapts to these indications. We have conducted a pilot study among Primary school teachers in the autonomous region of Castilla-La Mancha, Spain, in order to check how these issues are tackled at school. Therefore, the aim of the present study is to establish a comparison between the main views expressed by stakeholders involved in CLIL. The study presents a review of recent trends and studies in CLIL research that take into account the role of the L1 in methodology and in assessment, and it shows how recent policy changes in our region have adapted to research. Opinions held by in-service teachers reveal the need for clear policy guidelines, which must necessarily be close to classroom practice. Keywords: CLIL; Assessment; Primary Education; Educative Legislation

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“…knowing facts and figures. Examples for these studies would be Badertscher and Bieri (2009), Gablasova (2014) or Dallinger et al (2016), which all suggest that attaining factual knowledge via an L2 is indeed (satisfactorily) possible, but the actual learning effect has yet to be determined. Looking at current European history curricula, declarative knowledge, however, does not seem to be the prime learning goal any longer (Heil, 2012;van Drie & van Boxtel, 2008).…”

Section: Integration Of Subject-specific and Language-didactic Perspementioning

confidence: 99%

With United Forces: How Design-Based Research can Link Theory and Practice in the Transdisciplinary Sphere of CLIL

Bauer-Marschallinger¹

2019

clil

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Die vorliegende Studie soll veranschaulichen, wie Design-Based Research (DBR) im transdisziplinären Raum, der für CLIL bezeichnend ist, dazu beitragen kann, Theorie und Praxis besser zu verschränken. Diese Studie stellt den ersten Forschungszyklus eines Dissertationsprojekts dar, welches die Integration von Sprachund Fachlernen im englischsprachigen Geschichtsunterricht der Sekundarstufe II näher beleuchtet. Genauer gesagt versucht dieses Forschungsprojekt Design Prinzipien für CLIL Lehr-und Lernmaterialien zu identifizieren, welche sowohl die Entwicklung fachlicher Kompetenzen als auch sprachlicher Kompetenzen fördern. Zu diesem Zweck bedient sich diese Studie an Dalton-Puffers (2013) Konstrukt kognitiver Diskursfunktionen (CDFs), welches sieben zentrale akademische Sprachfunktionen definiert und sehr eng mit historischen Kompetenzen verbunden zu sein scheint. Im Zuge der Studie entwickelten ein Team bestehend aus Lehrperson und Forscherin systematisch CDF-basierte, kompetenzorientierte Materialien, welche im regulären Unterricht der Lehrperson angewandt und kontinuierlich evaluiert wurden. Zur Evaluierung dienten Unterrichtsbeobachtung, Interviews mit Schülerinnen und Lehrperson sowie schriftliche Aufgabenstellungen. Die Ergebnisse dieses ersten Forschungszykluses suggerieren, dass SchülerInnen oftmals nicht bewusst ist, wie Sprach-und Fachlernen verbunden sein kann, obwohl sie durchaus Probleme damit haben, komplexere, geschichtliche Inhalte auszudrücken. Im Allgemeinen reagierten die Lehrperson und auch die Schülerinnen durchwegs positiv auf die durchgeführte Intervention, sie zeigten aber auch Raum für Verbesserung auf, wie etwa eine durchgängigere und ausgewogenere Verflechtung von Sprach-und Fachlernen.

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Issues in the assessment of bilingually educated students: expressing subject knowledge through L1 and L2

Cited by 31 publications

References 22 publications

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

L1 in CLIL: The case of Castilla-La Mancha / L1 en AICLE: El caso de Castilla-La Mancha

With United Forces: How Design-Based Research can Link Theory and Practice in the Transdisciplinary Sphere of CLIL

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