Perspectives on New Research
Assessment for learning in the CLIL classroom
This article summarizes the findings of a corpus-based study investigating assessment for learning (AfL) and its relationship to motivation
in CLIL contexts. Using a mixed methods approach, classroom recordings from bilingual primary schools in Madrid, Spain, were analyzed to
identify motivational strategies used by teachers. The relationship between these strategies and the AfL techniques implemented by teachers
was then examined.
The findings show that the implementation of AfL coincided with an increase in frequency, length of time of use, and variety of teacher
motivational strategies. This led to classes in which activities were supported by a more motivational discourse. A qualitative analysis of
the corpus shows that the incorporation of AfL techniques coincided with several motivational strategies for language learning. The findings
contribute to an understanding of how the use of AfL techniques may contribute to integrating motivational strategies in a more systematic
way in the CLIL educational context.
Article outline
- 1.Introduction
- 2.Conceptual background: Assessment for learning (AfL)
- 3.Conceptual background: Motivation
- 4.Research context
- 5.The study
- 5.1Participants
- 5.2Instrument
- 5.3Corpus
- 5.4Methodology
- 6.Selected findings
- 6.1Overview of teachers’ use of motivational strategies
- 6.2Real time analysis of teacher motivational strategies by subject
- 6.3Qualitative comparison of selected motivational techniques
- 6.3.1MOLT category: Signposting
- 6.3.2MOLT category: Display and referential questions
- 6.3.3MOLT strategy: Elicitation of peer and self-correction
- 7.Discussion and conclusions
- Notes
-
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