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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 6:1 (2018) ► pp.113–137

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Perspectives on New Research

Assessment for learning in the CLIL classroom

 | Universidad Autónoma de Madrid
Published online: 26 January 2018
DOI logo with link
https://doi.org/10.1075/jicb.17025.bas
Abstract
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
  • References
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