Assessing Integrated Language and Content Instruction
Assessing Integrated Language and Content Instruction
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评估综合语言和内容教学
DOI：
10.2307/3587399
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发表时间：
1993
期刊：
影响因子：
3.2
通讯作者：
D. Short
中科院分区：
文献类型：
--
作者：
D. Short
综合语言和内容教学已成为传统ESL教学的一种流行选择。研究者推荐这种教学方法来发展学生的学术语言能力，并促进他们向主流班级的过渡。实践者也赞成这种方法有几个原因：为学生准备主流课程，增加学生的动机和兴趣与内容主题，并使ESL学生感到主流学校课程的一部分。在过去的10年里，在开发、实施和改进有效整合语言和内容教学的策略和技术方面取得了很大进展。不过，评估问题仍在解决中。无论是传统的语言测试还是内容成就测试都是不够的。评估的困难在于将语言特征与内容目标隔离开来，这样一个不会对另一个产生不利影响。本文讨论了综合类的评估问题，并提供了一个组织评估目标的框架。它建议使用替代评估措施，如清单，档案袋，面试和基于绩效的任务。还包括在小学和中学综合语言和内容类实施的框架的例子。
Integrated language and content instruction has become a popular alternative to traditional ESL instruction. Researchers have recommended this instructional approach to develop students' academic language ability and facilitate their transition to mainstream classes. Practitioners have also favored this approach for several reasons: to prepare students for mainstream classes, increase student motivation and interest with content themes, and make ESL students feel part of the mainstream school curricula. Over the past 10 years, much progress has been made in developing, implementing, and refining strategies and techniques that effectively integrate language and content instruction. However, the issue of assessment is still being resolved. Neither traditional language tests nor content achievement tests are adequate. The difficulty with assessment centers on isolating the language features from the content objectives so one does not adversely influence the other. This article addresses the issue of assessment in integrated classes and provides a framework for organizing assessment objectives. It recommends using alternative assessment measures, such as checklists, portfolios, interviews, and performance-based tasks. Examples of the framework being implemented in elementary and secondary school integrated language and content classes are also included.