[LCT] Sharing news (assessment in CLIL/EMI)
- From: Nashwa Nashaat Sobhy Farag <nash@xxxxxxxxxx>
- To: "lct@xxxxxxxxxxxxx" <lct@xxxxxxxxxxxxx>
- Date: Wed, 13 Jul 2022 12:02:29 +0000
Hello dear group members,
At World CLIL 2022 (Hague) last week, my colleague, Tom Morton, and I presented
our work using specialisation codes. We used knowledge-knower structures to
interpret the bases of achievement underlying content and language teachers’
judgements of students’ written texts on cognitive discourse functions. One of
the challenges was to simplify the explanation of the translation device
(Thanks for your videos Wits) and present the study in 8 minutes (context
aside), which we did!
The Symposium: Building bridges between research and practice in CLIL. Research
collaboration between content/language teachers and researchers.
Presentation Title: Integrated assessment in CLIL: insights from collaborative
work between content teachers, language teachers and researchers.
https://www.worldclil.com/programme/symposia#:~:text=Building%20bridges%20between%20research%20and%20practice%20in%20CLIL%3A%20Research%20collaboration%20between%20content/language%20teachers%20and%20researchers%20(AILA%20CLIL%20Research%20Network)
Also, I used the dimension of semantics in a study on assessment in
English-Medium Instruction, which will be published next December in Routledge.
Chapter Title: Promoting and assessing knowledge building in the writing of
English-medium instruction students.
Here’s the link to the book:
https://www.routledge.com/Transnational-English-Language-Assessment-Practices-in-the-Age-of-Metrics/Barnawi-Alharbi-Alzaharani/p/book/9781032169385
And a shortened abstract: The chapter reports on a study conducted with a group
of EMI Spanish students in a Pharmaceutical Chemistry course to explore and
assess knowledge building. The students were first prompted through a specific
task design to extract gist from an assigned source to explicate a technical
term (drug interactions)—i.e., produce written self-explanations (Chi, 2000).
Their decisions while working on the task regarding gist relevance and use were
monitored using a learning web application—nStudy (see Winne et al., 2016) then
their final productions were analysed qualitatively, flagging patchwriting and
information dumping, using Siedlhofer’s (1991) work on summarisation and Maton
& Doran’s (2017) semantic codes to determine how these students, as developing
language users, engaged in making meaning. Analyses revealed different levels
of knowledge building moving from compiling and restructuring propositions to
manipulating semantic density and gravity. Finally, sample analyses
representing four levels of knowledge building are presented for teaching and
assessment purposes.
When its published, I would love to hear your comments, but go gentle as that
was my first attempt to use semantic codes and I only had self-talks about LCT
when I wrote it.
Nashwa
[upvdla][upv1]
Nashwa Nashaat-Sobhy
Lecturer, Dept. of Applied Linguistics
Gandía campus: C/Paranimf, 1, 46730
Room H-114
UAM-CLIL<https://uam-clil.org/>, GALE<http://www.upv.es/contenidos/GALE/>
From: lct-bounce@xxxxxxxxxxxxx <lct-bounce@xxxxxxxxxxxxx> On Behalf Of Erik
Piece
Sent: Tuesday, July 12, 2022 10:46 AM
To: lct@xxxxxxxxxxxxx
Subject: [LCT] Re: Semantic Waves and Teaching Computing Unplugged WAS Re: Re:
Sharing news
Hi fellow members of this list,
I'd love to share some Semantics news with you.
In June I had an opportunity to present my paper on technological pedagogical
and content knowledge (TPACK) in the online classroom.
In the talk I briefly talked about how I used Semantics to understand why using
corpora did not work in my undergraduate non-language major writing lesson.
The link of the paper is here: https://youtu.be/FZe7d8WgU24
(I started talking about Semantics from the 7:10 mark, and ended at 16:40)
And I would love to have your comments and suggestions on how to move forward.
All the best,
Eric
On Wed, Jun 29, 2022 at 5:24 AM Paul Curzon
<p.curzon@xxxxxxxxxx<mailto:p.curzon@xxxxxxxxxx>> wrote:
Sharing my wave-based news...
Today I gave a practical-use-of-semantic-waves talk to Digital
Schoolhouse lead teachers in London UKIE headquarters about how semantic
waves used in a simple course-grained way gives a great way to ensure
play-based "unplugged" computing activities are not just play but do
teach concepts.
We made a giant robot face out of Blue Peter Tech (card, tubes, sticky
backed plastic and teachers) that reacts to the audience singing happy
birthday, saying Boo, making grisly sounds (exploring simple programming
and computational thinking concepts)
Did magic tricks that everyone can do despite not knowing how.
(explaining what an algorithm is)
And had teachers role played fragments of programs (to understand the
semantics of variables and assignment)
We looked at how quickly drawn rough wave patterns could be tweaked to
make the activities better asking
- is it a wave shape and where might it be improved
- how high and low does it go
- who is doing the unpacking and repacking - teacher or student
- are there waves within waves
(Based on ideas developed with Jane Waite, Karl Maton and Jim Donohue)
Paul
On 27/06/2022 13:06, Natalie Forde-Leaves wrote:
Hello – seeing this made me want to share news of my recent presentations:
Last Thursday I gave a presentation at the International Assessment in
HE Conference in Manchester. It’s my thesis where I used LCT Autonomy to
analyse perspectives and influences on Assessment practice – entitled:
*Disciplines and assessment culture: Academic’s perceptions of
assessment. Sustainably assessing the unbridled pursuit of truth or
‘teach to the test’ knowledge factory? /#sellingyoursoulfora2:1/*
(PS its not a tweet hashtag I was just playing with the title!)
Also last month I presented a collaborative paper at the Suellen Shay
symposium organised by Teaching in HE journal where myself, Dr Jack
Walton and Dr Ken Tann explored assessment using 3 dimensions of LCT–
hopefully we will be sending this paper into a journal very soon so
watch this space!
Kind regards,
/Natalie///
Natalie Forde-Leaves FCCA, MSc, FAIA (Acad), PGCert, FHEA
Senior Lecturer in Accounting & Finance
Cardiff Business School | Ysgol FusnesCaerdydd
College of Arts, Humanities & Social Sciences
Cardiff University, Aberconway Building, Colum Drive, Cardiff. CF10 3EU.
(+ 44 (0) 29 20870592
*From:*lct-bounce@xxxxxxxxxxxxx<mailto:lct-bounce@xxxxxxxxxxxxx>
<lct-bounce@xxxxxxxxxxxxx<mailto:lct-bounce@xxxxxxxxxxxxx>> *On Behalf Of
*Karl Maton
*Sent:* 23 June 2022 03:49
*To:* lct@xxxxxxxxxxxxx<mailto:lct@xxxxxxxxxxxxx>
*Subject:* [LCT] Sharing news
*External email to Cardiff University - *Take care when replying/opening
attachments or links.
*Nid ebost mewnol o Brifysgol Caerdydd yw hwn - *Cymerwch ofal wrth
ateb/agor atodiadau neu ddolenni.
Here’s another example of the kind of thing we would love to hear about….
Claire Simpson-Smith (The University of South Australia, Adelaide) is
giving a talk using LCT: ‘The importance of contextualisation: Combining
linguistic and sociological research for the development of engineering
students persuasive writing skills’ at HERDSA conference starting June
27^th (Maton’s birthday) in Melbourne, Australia.
We found that by accident … as we do some of the publications and talks
you are all doing, but many others don’t, we miss many and we’d love to
hear about what the community is doing.
Let us know! No being coy or bashful!
Other related posts:
- » [LCT] Sharing news (assessment in CLIL/EMI) - Nashwa Nashaat Sobhy Farag
