Jump to ContentJump to Main Navigation
Show Summary Details
More options …

 

Language Learning in Higher Education

Journal of the European Confederation of Language Centres in Higher Education (CercleS)

Editor-in-Chief: Szczuka-Dorna, Liliana / O’Rourke, Breffni

Online
ISSN
2191-6128
See all formats and pricing
Online
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 49.00 / US$ 74.00 / GBP 40.00*
Print
Institutional Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Individual Subscription
€ [D] 233.00 / US$ 350.00 / GBP 191.00*
Print + Online
Institutional Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
Individual Subscription
€ [D] 277.00 / US$ 420.00 / GBP 227.00*
*Prices in US$ apply to orders placed in the Americas only. Prices in GBP apply to orders placed in Great Britain only. Prices in € represent the retail prices valid in Germany (unless otherwise indicated). Prices are subject to change without notice. Prices do not include postage and handling if applicable. RRP: Recommended Retail Price.
More options …

Approaches to assessment in CLIL classrooms: Two case studies

Fergus O’Dwyer / Mark de Boer
Published Online: 2015-10-02 | DOI: https://doi.org/10.1515/cercles-2015-0019

30,00 € / $42.00 / £23.00

Get Access to Full Text

Abstract

This article presents two case studies that show how learner involvement and collaboration in assessment are valid pedagogic tools to encourage learner reflection and engagement, particularly where a very traditional approach to language learning is the norm. The authors, who teach in universities in Japan, discuss different but related approaches to assessment in CLIL (Content and Language Integrated Learning) classrooms. The first case study describes how assessment in the classrooms in focus requires more engagement on the part of learners as they must work things out for themselves. Collaborating with classmates, which entails discussing assessment decisions, can foster language development. If learners engage in informal discussion about their learning performance, they can review previous learning, affirm progress, and make suggestions about future learning goals and how to improve their learning outcomes. In the authors’ view these processes help learners to develop self-regulation and self-efficacy. The second case study involves students developing collaboration skills during project work in which they are also involved in the assessment process. They give slide and poster presentations, write reports, and analyze scientific information while collaborating with their classmates. During this process they are also responsible for self- and peer-assessment. As a result of their collaboration they acquire language, but they also develop the ability to collaborate further. The article concludes by briefly discussing learner involvement and collaboration, and the central role that feedback practices can play in learning.

Keywords: assessment; dynamic assessment; CLIL; feedback; learner involvement; learner collaboration

References

  • Bailey, Kathleen M. 1999. Washback in language testing, Princeton, NJ: Educational Testing Service.Google Scholar

  • Bateson, Gregory. 2000 [1976].The logical types of learning and communication. In Gregory Bateson (ed.), Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution, and epistemology, 279–308. Chicago: University of Chicago Press.Google Scholar

  • Black, Paul, Chris Harrison, Clare Lee, Bethan Marshall & Dylan Wiliam. 2003. Assessment for Learning: Putting it into practice. Maidenhead: Open University Press.Google Scholar

  • Carless, David. 2009. Learning-oriented assessment: Principles, practice and a project. In Luanna H. Meyer, Susan Davidson, Helen Anderson, Richard B. Fletcher, Patricia M. Johnston & Malcolm Rees (eds.), Tertiary assessment and higher education student outcomes: Policy, practice and research, 79–90. Wellington, New Zealand: AkoAotearoa.Google Scholar

  • Commission of the European Communities. 2003. Promoting language learning and linguistic diversity: An action plan 2004–2006. http://www.saaic.sk/eu-label/doc/2004-06_en.pdf (accessed 25 July 2015).

  • Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar

  • Dalton-Puffer, Christiane & Tarja Nikula. 2014. Content and language integrated learning . The Language Learning Journal 42(2). 117–122.Google Scholar

  • deBoer, Mark. 2011. ICT contents project at Iwate University. In Alison Stewart (ed.), JALT2010 conference proceedings, 311–319. Tokyo: JALT.Google Scholar

  • deBoer, Mark, Natsumi Onaka & Takahiro Nakanishi. 2012. English ICT contents program development through collaboration at Iwate University. In Alison Stewart & Naoko Sonda (eds.), JALT 2011 conference proceedings, 229–240. Tokyo: JALT.Google Scholar

  • Dickinson, Leslie. 1995. Autonomy and motivation: A literature review . System 23(2). 165–174.Google Scholar

  • Dougiamas, Martin. 2011. Moodle. http://www.moodle.org (accessed 20 July 2015).

  • Gipps, Caroline V. 1994. Beyond testing: Towards a theory of educational assessment. London: Falmer Press.Google Scholar

  • Gorsuch, Greta J. 1998. Yakudoku EFL instruction in two Japanese high school classrooms: An exploratory study . JALT Journal 20(1). 6–32.Google Scholar

  • Hino, Nobuyuki. 1988. Japan’s dominant tradition in foreign language learning . JALT Journal 10(1). 45–55.Google Scholar

  • Kachru, Braj. B. 1992. The other tongue. Oxford: Pergamon.Google Scholar

  • Kikuchi, Keita & Charles Browne. 2009. English educational policy for high schools in Japan . Regional Language Center Journal 40(2). 172–191.Google Scholar

  • Lantolf, James P. 2006. Sociocultural theory and L2: State of the art . Studies in Second Language Acquisition 28(1). 67–109.Google Scholar

  • Lantolf, James P. & Matthew E. Poehner. 2008. Sociocultural theory and the teaching of second languages. London: Equinox Publishing.Google Scholar

  • Longacre, Robert E. 1996. The grammar of discourse. New York: Plenum.Google Scholar

  • McConnell, David. 2006. E-learning groups and communities. New York: Open University Press.Google Scholar

  • Murphey, Tim. 2004. Participation, (dis-)identification, and Japanese university entrance exams . TESOL Quarterly 38(4). 700–710.Google Scholar

  • Newman, Fred & Lois Holzman. 1993. Lev Vygotsky: Revolutionary scientist. New York: Routledge.Google Scholar

  • Nicol, David J. & Debra Macfarlane-Dick. 2006. Formative assessment and self regulated learning: a model and seven principles of good feedback practice . Studies in Higher Education 31(2). 199–218.Google Scholar

  • O’Dwyer, Fergus, Alexander Imig & Noriko Nagai. 2013. Connectedness through a strong form of TBLT, classroom implementation of the CEFR, cyclical learning, and learning-oriented assessment . Language Learning in Higher Education 3(2). 231–253.Google Scholar

  • Poehner, Matthew E. 2008. Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Norwell, MA: Springer.Google Scholar

  • Poehner, Matthew E. & James P. Lantolf. 2013. Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA) . Language Teaching Research 17(3). 323–342.Web of ScienceGoogle Scholar

  • Rea-Dickins, Pauline 2009. Classroom-based assessment. In Nancy H. Hornberger & Elana Shohany (eds.), Encyclopedia of language and education, vol. 7: Language testing and assessment, 257–272. New York: Springer.Google Scholar

  • Scardamalia, Marlene & Carl Bereiter. 2006. Knowledge building: Theory, pedagogy, and technology. In Keith Sawyer (ed.), Cambridge handbook of the learning sciences, 97–118. New York: Cambridge University Press.Google Scholar

  • Swain, M., Kinnear, P. & L. Steinman. 2011. Sociocultural theory in second language education. UK: Multilingual Matters.Google Scholar

  • Tunstall, Pat & Caroline V. Gipps. 1996. Teacher feedback to young children in formative assessment: A typology . British Educational Research Journal 22(4). 389–416.Google Scholar

  • Van den Branden, Kris (ed.). 2006. Task-based language education: From theory to practice. Cambridge: Cambridge University Press.Google Scholar

  • Yoshida, Kensaku. 2003. Language education policy in Japan: The problem of espousing objectives versus practice . Modern Language Journal 87(2). 290–292.Google Scholar

About the article

Fergus O’Dwyer

Fergus O’Dwyer is currently based at Osaka University. His interests include assessment, classroom decision making and negotiation, World, Dublin and Irish Englishes, the European Language Portfolio, and the pedagogy of introducing World Englishes in the ELT classroom.

Mark de Boer

Mark de Boer is an academic researcher at Iwate University in Japan, and a PhD candidate at the University of Birmingham. His research interests are Dynamic Assessment and tool-mediated learning and he is currently developing a new model for Dynamic Assessment. He is a semi-professional cellist and enjoys road cycling.

Published Online: 2015-10-02

Published in Print: 2015-10-01

Citation Information: Language Learning in Higher Education, Volume 5, Issue 2, Pages 397–421, ISSN (Online) 2191-6128, ISSN (Print) 2191-611X, DOI: https://doi.org/10.1515/cercles-2015-0019.

Export Citation

©2015 by De Gruyter Mouton.Get Permission

Comments (0)

Please log in or register to comment.
Log in