Cognitive processes and strategies when tackling multimodal assessments in Content and Language Integrated Learning (CLIL) programmes

Abstract:

In Content and Language Integrated Learning (CLIL) programmes, students are learning content knowledge through their additional language (L2), and they also take assessments in the L2. Considering the mediating role of L2 in students’ academic performance, researchers have advocated for multimodal assessments, which may help CLIL students overcome potential language barriers and better reflect their actual learning progress. However, it has been well documented that different types of multimodal resources have different affordances, and some of them may impose extra cognitive demands on CLIL students. This “multimodal dilemma” in CLIL assessments has not yet been explored. This project seeks to address this gap by examining the cognitive processes and strategies of bi-/multilingual students studying in CLIL when tackling Biology assessment questions with multimodal resources. The key research question is What are students’ cognitive processes and strategies when tackling content subject assessments in their L2 and with different types of multimodal resources? Data will be collected through eye-tracking technology and stimulated recall interviews.

Skills and experience required for the project:

– Preferred disciplines: Linguistics, Education and Psychology
– Experience of studying Science (particularly Biology) in secondary schools
– Experience of collecting data through the eye-tracking methodology