Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach

Leontjev, Dmitri; deBoer, Mark

doi:10.1080/13670050.2020.1754329

Cited by 9 publications

(2 citation statements)

References 24 publications

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“…The benefits of multimodal and various resources such as visuals, sounds, and facial expressions have been widely acknowledged in different subjects (Kress et al, 2001), and have been implemented in CLIL classrooms. Some of the previous studies have found that the integration of various communicative resources helps learners build their conceptual understanding (Chien, 2017; Leontjev & DeBoer, 2020; Lin, 2012). For example, teachers use multimedia teaching materials, posters, charts, animations, pictures, and so on to combine language and other symbols to form meaningful concepts.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Fan

Chen

2023

Computer Assisted Learning

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Background Study: English education has been promoted in Taiwan for many years.Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real-life stories and recording them in English.Objectives: The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge. Methods:The participants were 43 sixth-grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9-week course. All the participants took financial knowledge and English-speaking proficiency pre-tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English-speaking skills. Results and Conclusions:The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.

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Section: Literature Reviewmentioning

confidence: 99%

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Fan

Chen

2023

Computer Assisted Learning

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“…A small, though growing, number of studies have explored the application of DA to L2 writing (e.g., Kushki et al, 2022; Leontjev & DeBoer, 2022; Nassaji et al, 2020; Poehner et al, 2018; Poehner & Yu, 2021; Rahimi et al, 2015; Shrestha & Coffin, 2012; Shrestha, 2020). These studies have shown that different DA approaches and mediational strategies have varying diagnostic and developmental potentials for L2 writing in different settings.…”

Section: Review Of the Literaturementioning

confidence: 99%

Professional development as Praxis: EFL teachers' challenges in learning to implement dynamic assessment of writing

2023

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The present study adopted a praxis orientation to second language (L2) research and pedagogy to explore the professional development needs of three English as a foreign language (EFL) teachers after their first attempt at implementing dynamic assessment (DA) of essay writing. To date, few studies have examined how teachers learn to implement DA, especially in a context like Iran where the educational system has historically centered upon high‐stakes assessments of learning (Rezagah, 2022). This study sought to understand how existing models of DA professional development could be modified to prepare teachers to implement DA of essay writing through written mediation. Findings revealed three challenges that arose for teachers during their initial attempts at DA implementation: 1) choosing an appropriate target for mediation, 2) delivering graduated mediation, and 3) dedicating sufficient time to the process of DA. We outline each of these three challenges in the findings of this article and their correspondent suggestions for revised future professional development of DA of writing.

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Conceptualising Assessment and Learning in the CLIL Context. An Introduction

Leontjev

deBoer

2020

Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms

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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

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Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach

Cited by 9 publications

References 24 publications

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

Professional development as Praxis: EFL teachers' challenges in learning to implement dynamic assessment of writing

Conceptualising Assessment and Learning in the CLIL Context. An Introduction

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