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dc.contributor.authorLeontjev, Dmitri
dc.contributor.authordeBoer, Mark Antony
dc.date.accessioned2020-11-10T08:18:47Z
dc.date.available2020-11-10T08:18:47Z
dc.date.issued2022
dc.identifier.citationLeontjev, D., & deBoer, M. A. (2022). Multimodal mediational means in assessment of processes : an argument for a hard-CLIL approach. <i>International Journal of Bilingual Education and Bilingualism</i>, <i>25</i>(4), 1275-1291. <a href="https://doi.org/10.1080/13670050.2020.1754329" target="_blank">https://doi.org/10.1080/13670050.2020.1754329</a>
dc.identifier.otherCONVID_35732222
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/72557
dc.description.abstractIn 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInternational Journal of Bilingual Education and Bilingualism
dc.rightsIn Copyright
dc.subject.otherJapani
dc.subject.otherCLIL
dc.subject.othermultimodality
dc.subject.otherassessment
dc.subject.otherinteraction
dc.subject.othertruncated multilingualism
dc.subject.otherJapan
dc.titleMultimodal mediational means in assessment of processes : an argument for a hard-CLIL approach
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202011106596
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1275-1291
dc.relation.issn1367-0050
dc.relation.numberinseries4
dc.relation.volume25
dc.type.versionacceptedVersion
dc.rights.copyright© 2020 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysomultimodaalisuus
dc.subject.ysovieraskielinen opetus
dc.subject.ysokielellinen vuorovaikutus
dc.subject.ysososiaalinen vuorovaikutus
dc.subject.ysomonikielisyys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p25633
jyx.subject.urihttp://www.yso.fi/onto/yso/p12222
jyx.subject.urihttp://www.yso.fi/onto/yso/p7831
jyx.subject.urihttp://www.yso.fi/onto/yso/p10590
jyx.subject.urihttp://www.yso.fi/onto/yso/p6720
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/13670050.2020.1754329
dc.type.okmA1


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