Scaffolding for cognitive and linguistic challenges in CLIL science assessments

2021 ◽  
Keyword(s):  
Science Assessments ◽  
Linguistic Challenges

Scaffolding for cognitive and linguistic challenges in CLIL science assessments

2019 ◽  
Vol 7 (2) ◽  
pp. 289-314 ◽  
Author(s):  
Yuen Yi Lo ◽  
Wai-mei Lui ◽  
Mona Wong
Keyword(s):  
Foreign Language ◽  
Science Teachers ◽  
Language Instruction ◽  
Assessment Practices ◽  
Assessment Tasks ◽  
Science Assessments ◽  
Linguistic Challenges ◽  
Implicit And Explicit ◽  
Language Content

Abstract In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher’s instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education.

Encountering Ambiguity: Muʿtazilī and Twelver Shīʿī Approaches to the Qur'an's Ambiguous Verses

2016 ◽  
Vol 18 (3) ◽  
pp. 91-115 ◽  
Author(s):  
Tehseen Thaver
Keyword(s):  
Eleventh Century ◽  
Arabic Language ◽  
Conceptual Approach ◽  
Islamic Jurisprudence ◽  
Primary Determinant ◽  
Linguistic Challenges ◽  
Qur'anic Exegesis ◽  
Exegetical Tradition ◽  
Qur'an Commentaries ◽  
Early Islamic

Within the broader discipline of Qur'anic exegesis, the sub-genre of the mutashābihāt al-Qurʾān (the ambiguous verses of the Qur'an) is comprised of works dedicated to the identification and explication of those verses that present theological or linguistic challenges. Yet, the approach, style, and objective of the scholars who have written commentaries on the ambiguous verses are far from monolithic. This essay brings into focus the internal diversity of this important exegetical tradition by focusing on the Qur'an commentaries of two major scholars in fourth/eleventh-century Baghdad, al-Sharīf al-Raḍī (d. 406/1016) and Qāḍī ʿAbd al-Jabbār (d. 415/1025). Al-Raḍī was a prominent Twelver Shīʿī theologian and poet while ʿAbd al-Jabbār was a leading Muʿtazilī theologian during this period; al-Raḍī was also ʿAbd al-Jabbār's student and disciple. Through a close reading of their respective commentaries on two Qur'anic verses, I explore possible interconnections and interactions between Shīʿī and Muʿtazilī traditions of exegesis, and demonstrate that while ʿAbd al-Jabbār mobilised the language of Islamic jurisprudence, al-Raḍī primarily relied on early Islamic poetry and the etymology of the Arabic language. Methodologically, I argue against a conceptual approach that valorises sectarian and theological identity as the primary determinant of hermeneutical desires and sensibilities.

Transgender language reform

2017 ◽  
Vol 1 (1) ◽  
pp. 84-105 ◽  
Author(s):  
Lal Zimman
Keyword(s):  
Gender Identity ◽  
Identity Construction ◽  
Language Reform ◽  
Inclusive Language ◽  
Trans People ◽  
Third Person ◽  
Linguistic Challenges ◽  
Contemporary United States ◽  
Individual Self ◽  
Selection Of

Transgender people’s recent increase in visibility in the contemporary United States has presented new linguistic challenges. This article investigates those challenges and presents strategies developed by trans speakers and promoted by trans activists concerned with language reform. The first of these is the selection of gendered lexical items, including both gender identity terms (woman, man, etc.) and more implicitly gendered words (e.g. beautiful, handsome). The second is the assignment of third person pronouns like she/her/hers and he/ him/his as well as non-binary pronouns like singular they/them/theirs or ze/ hir/hirs. Both of these challenges tap into the importance trans people place on individual self-identification, and they come with new interactional practices such as asking people directly what pronouns they would like others to use when referring to them. The third challenge addressed here is avoiding gendering people when the referent’s gender isn’t relevant or known, which can be addressed through the selection of gender-neutral or gender-inclusive language. The final challenge is how to discuss gender when it is relevant – e.g. in discussions of gender identity, socialisation or sexual physiology – without delegitimising trans identities. Several strategies are presented to address this issue, such as hedging all generalisations based on gender, even when doing so seems unnecessary in the normative sex/gender framework or using more precise language regarding what aspect(s) of gender are relevant. Taken as a whole, trans language reform reflects the importance of language, not just as an auxiliary to identity, but as the primary grounds on which identity construction takes place.

scholarly journals Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

2021 ◽  
Vol 11 (6) ◽  
pp. 283
Author(s):  
Brooke Rumper ◽  
Elizabeth Frechette ◽  
Daryl B. Greenfield ◽  
Kathy Hirsh-Pasek
Keyword(s):  
Head Start ◽  
Dual Language ◽  
Language Use ◽  
Language Learner ◽  
Academic Science ◽  
Teacher Language ◽  
Language Dominance ◽  
Spanish Science ◽  
Science Scores ◽  
Science Assessments

The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.

scholarly journals Validation of automated scoring of science assessments

2016 ◽  
Vol 53 (2) ◽  
pp. 215-233 ◽  
Author(s):  
Ou Lydia Liu ◽  
Joseph A. Rios ◽  
Michael Heilman ◽  
Libby Gerard ◽  
Marcia C. Linn
Keyword(s):  
Automated Scoring ◽  
Science Assessments

scholarly journals Protreptikos - the Exhortation for Scientific Tourism

2011 ◽  
Vol 51 (1) ◽  
pp. 40-52 ◽  
Author(s):  
Jerzy Kosiewicz
Keyword(s):  
Teaching Staff ◽  
Personal Satisfaction ◽  
Research Institutions ◽  
Teaching And Research ◽  
Research Results ◽  
Specific Field ◽  
Extra Effort ◽  
New Locations ◽  
Linguistic Challenges

Protreptikos - the Exhortation for Scientific TourismThe presented paper focuses primarily on the tourism activities of teaching staff at universities and other research institutions. This applies in particular to travel during which the principal purpose is, inter alia, various exploratory internships, conferences, trips as a guest professor or a visiting professor under the auspices of the Erasmus and Erasmus Mundus programs. These peregrinations require extra effort, not only with regards to teaching and research duties, but also present opportunities to confront, test and evaluate one's own research results and outlook with new listeners in new locations in different environments. This travel especially applies to the foreign environment, a situation that presents high degrees of professional, scientific and linguistic challenges, resulting in increased contributions and activity to the specific field of science. Regardless of the workload and the difficulties of the discussed travel, such travel can also bring about much personal satisfaction: a) due to a sense of a well done job as a result of meeting expectations of the employer and the host placed on the ‘messenger of science’ and b) due to the pleasure associated with those tourist experiences having autotelic and pragmatic (instrumental) overtones.

English Learners (EL) and Computer Science (CS) Learning

2021 ◽  
pp. 70-87
Author(s):  
Sumi Hagiwara ◽  
Neledith Janis Rodriguez
Keyword(s):  
Computer Science ◽  
English Learners ◽  
Student Participation ◽  
Future Research ◽  
Playing Field ◽  
Linguistic Challenges ◽  
K 12

The national call to increase student participation in CS is widely adopted, but there is limited research that examines English learners (EL) on the agenda for K-12 CS education. This chapter contributes to the literature by analyzing the landscape of EL in computer science and highlighting the linguistic challenges that EL students experience in CS. By understanding significant themes that emerge from these challenges, we conclude with recommendations on how to support EL and future research and strategies for creating a more equitable playing field in CS education for English learners.

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