A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Multimodal mediational means in assessment of processes : an argument for a hard-CLIL approach (2022)

Leontjev, D., & deBoer, M. A. (2022). Multimodal mediational means in assessment of processes : an argument for a hard-CLIL approach. International Journal of Bilingual Education and Bilingualism, 25(4), 1275-1291. https://doi.org/10.1080/13670050.2020.1754329

JYU-tekijät tai -toimittajat

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Leontjev, Dmitri; deBoer, Mark Antony

Lehti tai sarja: International Journal of Bilingual Education and Bilingualism

ISSN: 1367-0050

eISSN: 1747-7522

Julkaisuvuosi: 2022

Volyymi: 25

Lehden numero: 4

Artikkelin sivunumerot: 1275-1291

Kustantaja: Routledge

Julkaisumaa: Britannia

Julkaisun kieli: englanti

DOI: https://doi.org/10.1080/13670050.2020.1754329

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/72557


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 the product summatively. In the paper, we argue for the value of focusing on content in CLIL activities and assessing the process with the goal to promote learning. The present small-scale study at a Japanese university explored how learners (n = 6) used multimodal mediational means to build their conceptual understanding of ‘Earth breathing’ in order to create a presentation on it for a general English course. The further goal was to explore how inferences made from assessing this process of learners co-constructing their understanding can benefit the formative assessment of the outcome of their collaboration. We analysed learners’ face-to-face classroom interaction and forum posts using mediated action as the unit of analysis. The findings revealed that through building on multimodal mediational means, learners were able to build their conceptual understanding and use academic language with this understanding. Deeper insights into learner performance were obtained from assessing the process of their collaboration. We will discuss the implications of the findings for English as a foreign language (EFL) and CLIL classrooms in Japan and beyond.

YSO-asiasanat: vieraskielinen opetus; multimodaalisuus; monikielisyys; kielellinen vuorovaikutus; sosiaalinen vuorovaikutus

Vapaat asiasanat: Japani

Liittyvät organisaatiot

OKM-raportointi: Kyllä

Raportointivuosi: 2022

Alustava JUFO-taso: 2

Viimeisin päivitys 2022-20-09 klo 14:12