0000000000540256
AUTHOR
Mark Deboer
showing 6 related works from this author
Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach
2020
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 ...
Dialectics in CLIL Classrooms
2020
Based on the insights that emerged in the chapters to this volume, in this chapter, we revisit the following: (a) relationship between teaching, learning, and assessment in the classroom-based assessment cycle (Davison 2008) and (b) integration in assessment in CLIL (Leung and Morton 2016). Two guiding questions will mediate our discussion: What is assessment promoting learning in CLIL? and How can assessment promoting learning in CLIL help to conceptualise assessment promoting learning in general? peerReviewed
"The thing… is kinda complicated" : What and how do you assess in CLIL?
2021
“Every teacher is a language teacher” has almost become a mantra in educational systems throughout the world. However, what does it mean in practice? If language learning and teaching is a part of any classroom, how do you teach and assess both content and language simultaneously? This question inspired a collaboration of teachers and researchers from all around the world which we reflect on in this paper. nonPeerReviewed
Conceptualising Assessment and Learning in the CLIL Context. An Introduction
2020
Multiple CLIL writers (e.g. Ball et al. 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 and 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 about how to enhance learning. Despite excellent overviews, guidelines, and practical activities in CLIL assessment (Lin 2016; Mehisto and Ting …
Teacher as creator: Orchestrating the learning environment to promote learner development
2022
Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, the focus of classroom SCT-L2 has been on single activities, for example, teacher mediation of learners’ writing process or peer scaffolding. In this paper, we expand on these studies, building on Vygotsky’s (1997) metaphor of teacher as a creator of learner development. We propose how activities (1) where agency for guiding development lies with learners, (2) where the teacher takes the lead in guiding learner development, and (3) where opportunities for development emerge in dialogical interaction between the teacher and learners can be or…
Conclusion: Dialectics in CLIL Classrooms
2020
Based on the insights that emerged in the chapters to this volume, in this chapter, we revisit the following: (a) relationship between teaching, learning, and assessment in the classroom-based assessment cycle (Davison 2008) and (b) integration in assessment in CLIL (Leung and Morton 2016). Two guiding questions will mediate our discussion: What is assessment promoting learning in CLIL? and How can assessment promoting learning in CLIL help to conceptualise assessment promoting learning in general?