Blogs in the modern foreign languages curriculum. A case study on the use of blogging as a pedagogic tool and a mode of assessment for modern foreign languages students

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1644660

L. Di Gregorio, F. Beaton

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引用次数: 7

Abstract

ABSTRACT Since the early 2000s, the numbers studying Modern Foreign Languages at university has declined, although there is a strong body of evidence that language capabilities are valued and in demand by employers, operating in global markets and working with international partners. A significant element in the Higher Education MFL curriculum to these challenges is to adopt innovative and engaging approaches to teaching, including the use of technology to develop the range and confidence of students’ language skills and prepare them for formative and summative assessment. This paper, drawing on theoretical perspectives of social learning, peer collaboration and curriculum design, considers the role of blogging in developing language capability, engaging students with real life non-academic forms of reflective writing and addressing the interrelatedness of language skills, cultural awareness and personal growth. It discusses the challenges of embedding new assessment methods in the curriculum and potential implications for practice in and beyond Modern Languages learning and teaching.

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博客在现代外语课程中的应用。现代外语学生使用博客作为教学工具和评估模式的个案研究

摘要自21世纪初以来，在大学学习现代外语的人数有所下降，尽管有大量证据表明，语言能力受到雇主的重视和需求，雇主在全球市场运营，并与国际合作伙伴合作。高等教育MFL课程中应对这些挑战的一个重要因素是采用创新和引人入胜的教学方法，包括使用技术来发展学生的语言技能范围和信心，并为形成性和终结性评估做好准备。本文从社会学习、同伴合作和课程设计的理论角度出发，考虑了博客在培养语言能力、让学生参与现实生活中的非学术形式的反思性写作以及解决语言技能、文化意识和个人成长之间的相互关系方面的作用。它讨论了在课程中嵌入新的评估方法的挑战，以及对现代语言学习和教学内外的实践的潜在影响。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.