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Assessment for learning in CLIL classroom discourse

The case of metacognitive questions
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Abstract

This chapter explores the significance of metacognitive questions in primary CLIL classrooms in which teachers implement Assessment for Learning (AfL), a methodology which requires the teacher to help students assess learning gaps and work toward closing them (Black & Wiliam 1998a, 1998b; Black et al. 2003). We present illustrative data from a study comprising 9 AfL lessons belonging to a larger corpus. These sessions were analyzed qualitatively, focusing on extracts featuring metacognitive questions and how they affected teacher-student interaction. Using examples from the data, we show how metacognitive questions, as essential to an AfL approach, encourage students to reflect upon and verbalize their learning processes. Furthermore, they engage students in peer‑ and self-assessment, which also contributes to the awareness of learning gaps and prompts motivation to fill these gaps.

Abstract

This chapter explores the significance of metacognitive questions in primary CLIL classrooms in which teachers implement Assessment for Learning (AfL), a methodology which requires the teacher to help students assess learning gaps and work toward closing them (Black & Wiliam 1998a, 1998b; Black et al. 2003). We present illustrative data from a study comprising 9 AfL lessons belonging to a larger corpus. These sessions were analyzed qualitatively, focusing on extracts featuring metacognitive questions and how they affected teacher-student interaction. Using examples from the data, we show how metacognitive questions, as essential to an AfL approach, encourage students to reflect upon and verbalize their learning processes. Furthermore, they engage students in peer‑ and self-assessment, which also contributes to the awareness of learning gaps and prompts motivation to fill these gaps.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
Applied Linguistics Perspectives on CLIL
This chapter is in the book Applied Linguistics Perspectives on CLIL
https://doi.org/10.1075/lllt.47.13pas

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
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