Multimodal mediational means in assessment of processes : an argument for a hard-CLIL approach
Leontjev, D., & deBoer, M. A. (2022). Multimodal mediational means in assessment of processes : an argument for a hard-CLIL approach. International Journal of Bilingual Education and Bilingualism, 25(4), 1275-1291. https://doi.org/10.1080/13670050.2020.1754329
© 2020 Informa UK Limited, trading as Taylor & Francis Group
In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing the product summatively. In the paper, we argue for the value of focusing on content in CLIL activities and assessing the process with the goal to promote learning. The present small-scale study at a Japanese university explored how learners (n = 6) used multimodal mediational means to build their conceptual understanding of ‘Earth breathing’ in order to create a presentation on it for a general English course. The further goal was to explore how inferences made from assessing this process of learners co-constructing their understanding can benefit the formative assessment of the outcome of their collaboration. We analysed learners’ face-to-face classroom interaction and forum posts using mediated action as the unit of analysis. The findings revealed that through building on multimodal mediational means, learners were able to build their conceptual understanding and use academic language with this understanding. Deeper insights into learner performance were obtained from assessing the process of their collaboration. We will discuss the implications of the findings for English as a foreign language (EFL) and CLIL classrooms in Japan and beyond. ...
Publication in research information system
MetadataShow full item record
Showing items with similar title or keywords.
Oittinen, Tuire (Department of Nordic Studies and Linguistics University of Copenhagen, 2020)Drawing on conversation analysis and authentic data from a video-mediated multiparty meeting, this study investigates the sequential and temporal organisation of recoveries of the interactional space. It focuses on moments ...
Háhn, Judit (Suomen soveltavan kielitieteen yhdistys ry, 2020)Virtual exchange comprises online collaborative activities in facilitated, educational contexts across borders. This paper offers a multimodal approach to the study of social presence in students’ asynchronous online ...
Bodily Practices in Action Formation and Ascription in Multilingual Interaction : Introduction to the Special Issue Piirainen-Marsh, Arja; Lilja, Niina; Wind Eskildsen, Søren (University of Copenhagen, 2022)This special issue brings together empirical studies that investigate how bodily practices feature in action formation and action ascription in multilingual interaction (Schegloff, 2007; Levinson, 2013). Grounded in ...
Piirainen-Marsh, Arja; Lilja, Niina (Wiley, 2022)
Mediated learning materials : visibility checks in telepresence robot mediated classroom interaction Jakonen, Teppo; Jauni, Heidi (Routledge, 2021)Videoconferencing is increasingly used in education as a way to support distance learning. This article contributes to the emerging interactional literature on video-mediated educational interaction by exploring how a ...