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Putting the CEFR into Practice Through Action Research
This book provides an overview of an action research model which utilizes the Common European Framework of Reference for Languages (CEFR) and stresses the importance of systematically researching classroom practice. It introduces the complementary nature of the CEFR and action research, the CEFR, and the CEFR-focused Action Research Model (CARM). The book includes seven case studies guided by the model and concludes with an overall assessment of the efficacy of the CARM as a way to facilitate action research into CEFR-informed practice. Undertaken in a Japanese educational context, the focus of the book is squarely on classroom-based CEFR-focused action research concerning issues that all educators face, such as course design, materials development/selection, classroom implementation, learner autonomy and assessment.
The Diagnosis of Reading in a Second or Foreign Language
The Diagnosis of Reading in a Second or Foreign Language explores the implications of language assessment research on classroom-based assessment practices by providing an in-depth look at the little-examined field of diagnosis in second and foreign language reading. This volume examines the development of second and foreign language reading and how subsequent research findings, couched in this knowledge, can help facilitate a more-informed teaching approach in second and foreign language classrooms. By contextualizing the latest in classroom settings and presenting implications for future research in this developing area of linguistics, this book is an ideal resource for those studying and w...
Board Games in the CLIL Classroom
The present book explores how modern board gaming and language teaching can be beneficially combined to achieve optimal impact. Modern board games have a lot to offer language learners and teachers, and they should play a much more significant role in what has been labelled "Content and Language Integrated Learning" or CLIL. Modern board games require cooperation, problem-solving, active discovery, interpretation and analysis. Most importantly, modern board games allow students to explore a hypothetical environment without the risk of language errors. The key ingredient of the present book is "game-based learning and teaching theory", or GBLTT, a theoretical framework which measures learning outcomes based on gaming and learning procedures. GBLTT is focused on balancing information and gameplay as well as putting a focus on the ability of each learner to retain language competence and to put their subject to realistic situations.
Crossing Boundaries
The articles in this volume were originally presented in spring 2009 at an international conference hosted by the Institute of Germanic and Romance Languages and Cultures at Tallinn University in Estonia. The theme of «crossing boundaries» is reflected in the rich mix of genres, cultures, applications, and critical theories considered here. Indeed, these articles demonstrate that crossing boundaries can be a companionable journey as well an intellectually enriching experience.
Language assessment in multilingual settings: Innovative practices across formal and informal environments
This volume explores and addresses questions related to equitable access for assessment. It seeks to initiate a conversation among scholars about inclusive practices in language assessments. Whether the student is a second language learner, a heritage language learner, a multilingual language speaker, a community member, the authors in the present volume provide examples of assessment that do not follow a single universal or standardized design but an applicable one based on the needs and context of a given community. The contributors in this volume are scholars from different disciplines and contexts in Higher Education. They have created and proposed multiple lower-stakes assignments and a...
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Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms
This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap. Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL...
Dynamic and Diagnostic Language Assessment
How can assessment shed light on learners' current abilities and help chart a path for their continued development? Dynamic assessment and diagnostic language assessment are both now well established in the second language (L2) field, and while they emerge from different theoretical traditions, they share a commitment to pursuing this question. The chapters in this volume showcase innovative work in both approaches undertaken by leading scholars around the world. Each chapter also offers insight into the complementary nature of the approaches, ultimately raising the possibility of how they might together form a powerful new assessment framework.
The Diagnosis of Writing in a Second or Foreign Language
The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.
