Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

Baranova, Tatiana; Mokhorov, Dmitriy; Kobicheva, Aleksandra; Tokareva, Elena

doi:10.3390/educsci11120808

Cited by 4 publications

(2 citation statements)

References 48 publications

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“…Students showed a positive attitude towards having additional English reading comprehension activities online. Baranova et al (2021) assessed the application of a content and language integrated learning model in a multilingual classroom. The study explored the efficiency of this model from the perspective of students to identify the impact of such a model on their professional discipline, learning outcomes, and the extent to which the learning model contributes to an improvement in foreign language proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape

Patel,

Braaf,

Chinnian

et al. 2023

altralang

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This study reports on the use of online assessments in English for an Educational Development module for law students at the University of the Western Cape, South Africa. It highlights the benefits of using the method of an online test to manage and enable learning by reflection in a large class setting. The design and development of online materials and assessment activities is based on a theoretical and conceptual framework that stems from the main schools of learning, namely behaviourism, cognitivism, and constructivism, and alternative assessment. Upon the completion of the course, a survey of 12 questions was given to 530 students to determine the benefits and challenges they experienced while completing their online test within a formative and reflective context. The adoption of e-Learning practices to enhance teaching and learning was explored and has shown its advantages. Results revealed that this method enables students to engage with learning materials, stay motivated, and test their own understanding of meaningful knowledge in the English language especially in the Law context. It is evident that the use of online methods for testing are beneficial for a large class context as in this case. It makes the learning and management thereof easier for both the learner and educator and accommodates different learning styles. Apart from the advantages, the findings of this study included some ethical and technical challenges and disadvantages of online assessments.

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Section: Literature Reviewmentioning

confidence: 99%

Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape

Patel,

Braaf,

Chinnian

et al. 2023

altralang

View full text Add to dashboard Cite

show abstract

“…The most favored educational approach in recent years has been Content and Language Integrated Learning (CLIL) to improve both content learning and language learning. Most of the current research merely focus on the result of CLIL implementation, as it is called as product-oriented research (Baranova, Mokhorov, Kobicheva, & Tokareva, 2021;Costa & pladevall-ballester, 2020;Goris, Denessen, & Verhoeven, 2019;Graaff, Koopman, & Westhoff, 2007;Heras & Lasagabaster, 2015;van Kampen, Meirink, Admiraal, & Berry, 2017). However, there is a need for more process-oriented research (de Zarobe & Smala, 2020; Nikula et al, 2017) to investigate "What is taking place in the CLIL classroom and how can the approach be introduced in the classroom in a more effective way to enhance learning?…”

Section: Introductionmentioning

confidence: 99%

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Khoiriyah

Soeparto

2022

Eralingua

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Abstract. This research aims to analyze the students’ language learning strategies (henceforth LLSs) in online CLIL-oriented classroom and to explore the students’ suggestions toward their online learning in relation to their LLSs. Through a mixed-method, this research involved nineteen students who were enrolled in the psychology department's "International Class" at an Indonesian private university. Strategy Inventory for Language Learning (SILL) questionnaire was distributed followed by conducting semi-structured interview. The finding revealed that all of the participants utilized all of LLSs such as memory strategies, cognitive strategies, metacognitive strategies, affective strategies, and social strategies. Cognitive and metacognitive strategies were considered as the most dominant strategies used during online learning, while affective and social strategies were the least preferable strategies. Based on the student’ response, this might be due to the fact that students are fully responsible for managing the overall learning process and evaluating their learning more frequently to achieve the learning goals, including content knowledge and academic language learning, when using online learning modes, either synchronous or asynchronous, Thus, some suggestions were addressed in terms of lecturers’ scaffolding, structured pre-class activities and collaborative learning. In conclusion, the students adopted high cognitive and metacognitive strategies followed by compensation strategies and other strategies such as social, memory and affective strategies respectively. Yet,CLIL teachers were also suggested to provide online learning activities which also facilitate social strategies as it was deemed by students to have more active participation in online classes. This provides some insight and pedagogical suggestions how EFL teachers or content teachers to facilitate their students to have more effective learning process based on their learning strategies.Keywords: Language Learning Strategies; Online CLIL classroom; Students’ voices

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Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers

Calafato

2022

International Review of Applied Linguistics in Language Teaching

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This article reports on a study that used the online MULTITEACH questionnaire to examine the relationship between the multilingual pedagogies 111 language teachers, employed in upper-secondary schools in Norway and Russia, reported implementing, their beliefs about how multilingualism benefitted students and teachers, and their self-assessed ability to teach language aspects and skills. The study also investigated whether sociobiographical variables and participants’ language habits outside of work affected their beliefs about multilingualism benefitting their students and implementation of multilingual pedagogies. The findings revealed that participants utilized multilingual pedagogies least frequently when teaching in first language contexts and that those who used foreign languages outside of work applied such pedagogies more frequently than participants who did not. Moreover, their beliefs about multilingualism benefitting their students were positively predicted by their beliefs about multilingualism benefitting teachers and negatively predicted by their support of the monolingual approach to language learning and teaching.

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Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

Cited by 4 publications

References 48 publications

Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape

Online Assessments for Reflection within a Large Class: A Case Study of English for Educational Development Law Students at the University of the Western Cape

Language Learning Strategies in Online CLIL-Oriented Classrooms: Voices from Indonesian Higher Education Students

Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers

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