Language Monitor
| Language Monitor | |
| Contributors | Christian Köppe, Mariëlle Nijsten |
|---|---|
| Last modification | May 16, 2017 |
| Source | Köppe and Nijsten (2012)[1][2][3] |
| Pattern formats | OPR Alexandrian |
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| Learning domain | |
| Stakeholders | |
Also Known As: Formative Assessment
You have designed a course with a focus on both content and language, identified the Content-Obligatory Language and the Content-Compatible Language and used this for Input Selection. You have chosen specific learning activities to stimulate Metatalk, support language learning with Commented Action and are aware that you are a Language Role Model. You now want to assess whether your learning activities have had the expected result: an improvement of the students’ foreign language skills.
Judging the progress students make with language acquisition is not possible during lecturing, but without judgement you don’t know if the students make progress with language acquisition.
Therefore: Implement regular assessments on the language skills of the students to determine whether they grasped the content and whether their language skills have improved, and use these outcomes to intermittently adapt your course.
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- ↑ Patlet first mentioned in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 1. In Proceedings of the 17th European Conference on Pattern Languages of Programs (EuroPLoP 2012) (p. 10). New York:ACM.
- ↑ Pattern published in Köppe, C., & Nijsten, M. (2012). A pattern language for teaching in a foreign language: part 2. In Proceedings of the 19th Conference on Pattern Languages of Programs (PLoP 2012). New York:ACM.
- ↑ Patlet also mentioned in Köppe, C., & Nijsten, M. (2012). Towards a Pattern Language for Teaching in a Foreign Language. In Proceedings of the VikingPLoP 2012 conference. Saariselkä, Finland.