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Assessing CLIL learners‘ subject-specific written discourse competence

Assessing CLIL learners‘ subject-specific written discourse competence. Debbie Coetzee-Lachmann Osnabrück University Debbie.coetzee-lachmann@uos.de. The study in brief. Focus: subject-specific written discourse competence

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Assessing CLIL learners‘ subject-specific written discourse competence

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  1. Assessing CLIL learners‘ subject-specific written discourse competence Debbie Coetzee-Lachmann Osnabrück University Debbie.coetzee-lachmann@uos.de

  2. The study in brief • Focus:subject-specific written discourse competence • Sample: 84 10th grade grammar school learners following geography in English • Aim: Develop rating scales, formulate hypotheses about strengths and weaknesses of subject-specific writing • Theoretical framework: socioliterate approach and SFL • Methodolgy: assessing 467 samples of writing using three sets of scales

  3. Theoretical assumptions • Communities use social semiotic systems to construct ideational, interpersonal and textual meanings • The discourse conventions of subject communities are standardised • Teachers have to familiarise learners with these conventions

  4. Geography competence test • Developed in co-operation with educational experts in geography • Tasks involved integrated application of higher order subject-specific competences and production of an extended reponse • Administered at four grammar schools in Lower Saxony Example of task and response: handout

  5. Scales: • Six holistic scales, specified per task, used to assess the degree of task fulfilment. Each scale describes seven levels of performance. • Seven analytic scales with five levels each, used to assess accuracy and appropriateness of textual realisation of meaning (organisation, linking, language use). • Six sets of dichotomous and three-point scales, specified per task, used to assess the correctness and completeness of the content (meaning constructed).

  6. Defining subject-specific task-based written discourse competence The willingness and ability to realise meaning in a written text that meets the requirements of a specific task (content and mini-genre, e.g. description) and that follows subject-specific conventions (models of subject matter and register)

  7. Challenges and solutions • Identifying criteria – presenting possible criteria and preliminary scales to experts • Covering all possible variations in the performances – testing and retesting of scales by different groups

  8. The way ahead • Develop a better understanding of subject-specific discourse through research • Develop teachers’ understanding of subject-specific discourse and their ability to guide learners through their initiation into the discourse community • Start joined projects with members of the different subject communities

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