Connectedness through a strong form of TBLT, classroom implementation of the CEFR, cyclical learning, and learning-oriented assessment

This paper, fundamentally a procedural paper, outlines pedagogical practices which others may want to adapt for their own purposes. We demonstrate how a strong form of task-based language learning and teaching (TBLT), classroom implementation of the CEFR, cyclical learning, and assessment fulfilling...

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Vydáno v:Language learning in higher education (Berlin, Germany) Ročník 3; číslo 2; s. 231 - 253
Hlavní autoři: O'Dwyer, Fergus, Imig, Alexander, Nagai, Noriko
Médium: Journal Article
Jazyk:angličtina
Vydáno: Berlin De Gruyter Mouton 01.02.2014
Walter de Gruyter GmbH
Témata:
Attitudes
CEFR
Check Lists
Classroom Environment
Classrooms
cyclical learning
Decision Making
Definitions
Educational activities
Educational Environment
Educational standards
Evaluation
Evaluation Criteria
Evaluation Methods
Foreign Countries
Form (Language structure)
Goal Orientation
Guidelines
Implementation
Independent Study
Language Acquisition
Language Proficiency
Language Skills
Learning
learning-oriented assessment
Management Systems
Role
Scoring Rubrics
Second Language Instruction
Second Language Learning
Self Evaluation (Individuals)
Student Evaluation
Task Analysis
task-based language learning and teaching (TBLT)
Task-based language teaching
Teaching
Teaching Methods
the roles of assessment
Europe
ISSN:2191-611X, 2191-6128
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Shrnutí:This paper, fundamentally a procedural paper, outlines pedagogical practices which others may want to adapt for their own purposes. We demonstrate how a strong form of task-based language learning and teaching (TBLT), classroom implementation of the CEFR, cyclical learning, and assessment fulfilling roles, such as informing the next learning stage, can be combined in a connected pedagogy. We place this pedagogy in a theoretical framework, which includes explaining: how tasks in a strong form of TBLT are authentically linked to each other; the potential of the scaled descriptors of the CEFR (Council of Europe 2001); possible phases of cyclical learning; and how classroom assessment can perform roles such as a decision making tool, a participatory pedagogical process, and informing the next learning task. We provide examples of pedagogical implementation and attempt to map this pedagogy to the theoretical framework above. We show how scaled descriptors from the CEFR are used to create clear and concrete descriptors for a course that implements a strong form of TBLT. The implementation of a learning cycle is explained in terms of how assessment is performed, and the roles it undertakes. The concluding discussion outlines our opinions on why the practices outlined in the paper can create pedagogical synergy and a positive classroom assessment culture.
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ISSN:2191-611X
2191-6128
DOI:10.1515/cercles-2013-0012