Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting
Learning and Instruction,
Journal Year:
2024,
Volume and Issue:
95, P. 102023 - 102023
Published: Oct. 24, 2024
Language: Английский
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Linguistics and Education,
Journal Year:
2025,
Volume and Issue:
86, P. 101393 - 101393
Published: Jan. 27, 2025
Language: Английский
Boosting Learning Drive and Success
Reem Qadura Massri
No information about this author
IGI Global eBooks,
Journal Year:
2025,
Volume and Issue:
unknown, P. 461 - 496
Published: April 4, 2025
Formative
Assessment
(FA)
is
like
a
compass
for
learning.
It
an
instructional
process
that
helps
educators
understand
where
their
students
are
and
assist
them
move
forward.
way
to
continuously
gauge
processes,
identify
areas
improvement,
adapt
teaching
strategies
accordingly.
Due
complex
linguistic
situation,
this
chapter
studies
the
impact
of
Five
Strategies
(FAS):
sharing
learning
goals,
questioning,
self-assessment,
peer
assessment,
feedback
on
motivation
achievement
Arab
high
school
students,
in
Israel.
This
study
demonstrates
FAS
has
gained
popularity
among
schoolers
as
evaluation
method
EFL
classroom.
Moreover,
results
indicate
assisted
raising
all
students'
learn
English,
which
led
enhancing
academic
achievement,
especially
low
achievers.
Language: Английский
Creating a meaningful summative assessment in a Chinese immersion context: a translanguaging perspective
Applied Linguistics Review,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 4, 2024
Abstract
While
existing
literature
has
addressed
teachers’
translanguaging
practices
in
diverse
educational
settings,
its
integration
into
assessments
remains
limited.
Adopting
a
participatory
research
design
the
form
of
teacher-research
collaboration,
present
study
examined
detail
how
content
and
language
integrated
learning
(CLIL)
teacher
summative
assessment
Chinese
immersion
setting.
I
also
delved
perceptions
her
students
regarding
assessment.
The
data
were
triangulated
included
co-design
notes,
in-class
post-observation
field
as
well
transcripts
one-on-one
interviews
with
students.
findings
show
that
skillfully
translanguaging,
including
using
planned
strategies
leveraging
students’
full
linguistic
repertoires
concept
juntos
(García,
Ofelia,
Susana
I.
Johnson
&
Kate
Seltzer.
2017.
Translanguaging
classroom:
Leveraging
student
bilingualism
for
.
Philadelphia,
PA:
Carlson),
collaborative
dynamic
among
teachers
appeared
to
play
major
role
Integrating
render
complex
topics
more
comprehensible
relevant
lived
experiences.
Additionally,
it
is
evident
teacher–researcher
collaboration
deepened
teacher’s
pedagogical
garnered
positive
feedback
from
students,
indicating
an
increase
confidence,
engagement,
strengthening
their
multilingual
identities.
conclude
call
transmodalities,
co-learning
practices,
aiming
transform
evaluations
affirmations
funds
knowledge
today’s
socio-cultural-political
context.
Language: Английский
The power of subjectivity in CLIL assessment: evidence of cognitive/emotional dissonance
Journal of Multilingual and Multicultural Development,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 16
Published: Dec. 18, 2024
Since
CLIL
assessment
is
not
immune
to
subjectivity,
this
exploratory
study
seeks
understand
and
make
sense
of
the
emerging
cognitive/emotional
dissonance
episodes
(confluence
contradictory
thoughts
conflicting
emotions)
resulting
from
current
practices
content
teachers'
perspective.
Based
on
a
narrative
qualitative
research
design,
thematic
analysis
was
employed
for
data
collected
through
open-ended
questions.
Findings
indeed
provided
empirical
evidence
faced
by
teachers
when
assessing
grading
their
learners'
academic
achievement.
Among
main
reasons
behind
such
expressions
are
complexity
language
integration
mediating
role
target
in
acquisition,
which
may
constrain
students'
ability
demonstrate
or
express
actual
subject
knowledge,
as
evidenced
concerns,
fears,
self-doubts,
dilemmas,
uncertainties,
contradictions,
insecurities,
pressures
emotional
vulnerability
bilingual
also
suggest
need
consider
complex
dynamic
interactions
with
surrounding
environment.
The
implication
that
emerges
teacher
education
must
mediate
encourage
reflective
practice,
helping
pre-
in-service
manage
challenges
appropriately.
Language: Английский
‘This is valuable professional development for me’: integrating the multimodalities-entextualization cycle (MEC) in a Chinese DLBE classroom via teacher-researcher collaboration
Language Culture and Curriculum,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 32
Published: Dec. 20, 2024
The
Multimodalities-Entextualization
Cycle
(MEC),
proposed
by
Lin
(Citation2015,
Conceptualizing
the
potential
role
of
L1
in
content
and
language
integrated
learning
(CLIL).
Language,
Culture
Curriculum,
28(1),
74–89),
is
a
curriculum
model
designed
for
teachers
to
systematically
incorporate
translanguaging
lessons.
Limited
studies
have
addressed
implementation
this
model.
Further,
significance
teacher-researcher
collaboration
design
recognized,
but
depth
researcher
involvement
co-design
process
remains
unclear.
Therefore,
study
examined
how
novice
teacher
within
MEC
teach
Science
topic
Chinese
DLBE
context,
focusing
on
dynamics
its
impact
planning
process.
findings
reveal
that
throughout
segment,
intentionally
incorporated
elements
from
each
stage
model,
along
with
practices,
build
students'
background
knowledge,
facilitate
learning,
differentiate
instruction,
assess
student
progress
according
their
needs.
This
collaborative
not
only
enhanced
also
provided
significant
professional
development
mentorship
opportunities
teacher.
underscores
necessity
targeted
support
applying
emphasising
should
extend
beyond
theoretical
discussions
offer
guidance
strategies
are
responsive
specific
needs
both
students.
Language: Английский