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dc.contributor.authorMorton, Tom
dc.contributor.authorNashaat Sobhy-Farag, Nashwa 
dc.contributor.otherUAM. Departamento de Filología Inglesaes_ES
dc.date.accessioned2023-03-13T10:46:18Z
dc.date.available2023-03-13T10:46:18Z
dc.date.issued2023-01-18
dc.identifier.citationTESOL Quarterly (2023): 1-27en_US
dc.identifier.issn1545-7249 (online)en_US
dc.identifier.urihttp://hdl.handle.net/10486/706613
dc.description.abstractThis study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was analyzed using specialization, a dimension of Legitimation Code Theory-LCT (Maton, Knowledge and Knowers. Towards a realist sociology of education, 2014), a sociological framework for analyzing knowledge practices. Specialization codes provide insight into epistemic relations (knowledge) and social relations (knowers) in educational practices. The results show that within epistemic relations, there was a balance between content and language as bases of achievement. Content quality was emphasized over quantity, language form was emphasized over function, and teachers gave different weights to language depending on the quality of the content. Social relations were also invoked, though less often than epistemic relations. The results suggest that teachers' positioning of students in terms of epistemic and social relations in their assessment practices may have consequences for the equitable treatment of learners in bilingual programsen_US
dc.description.sponsorshipThis research was funded by the Spanish Ministry of Science, Innovation and Universities (LongAd-CLIL project-RTI2018-094961-B-I00)en_US
dc.format.extent27 pag.es_ES
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen
dc.publisherWileyes_ES
dc.relation.ispartofTESOL Quarterlyen_US
dc.rights© 2023 The Authorsen_US
dc.titleExploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Programen_US
dc.typearticleen_US
dc.subject.ecienciaFilologíaes_ES
dc.relation.publisherversionhttps://doi.org/10.1002/tesq.3207en_US
dc.identifier.doi10.1002/tesq.3207en_US
dc.identifier.publicationfirstpage1es_ES
dc.identifier.publicationlastpage27es_ES
dc.type.versioninfo:eu-repo/semantics/publishedVersionen_US
dc.rights.ccReconocimiento – NoComercial – SinObraDerivadaes_ES
dc.rights.accessRightsopenAccessen_US
dc.facultadUAMFacultad de Filosofía y Letrases_ES


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