Constructive Alignment in Foreign Language Curricula: An Exploration of Teaching and Assessment Practices in Dutch Secondary Education

Autor/inn/en	Rouffet, Charline; van Beuningen, Catherine; de Graaff, Rick
Titel	Constructive Alignment in Foreign Language Curricula: An Exploration of Teaching and Assessment Practices in Dutch Secondary Education
Quelle	In: Language Learning Journal, 51 (2023) 3, S.344-358 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rouffet, Charline) ORCID (van Beuningen, Catherine) ORCID (de Graaff, Rick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2022.2025542
Schlagwörter	Alignment (Education); Communicative Competence (Languages); Second Language Learning; Second Language Instruction; Foreign Countries; Lesson Plans; Learning Activities; Teaching Methods; Educational Objectives; Vocabulary Development; French; German; English (Second Language); Spanish; Grammar; Language Tests; Instructional Materials; Teacher Attitudes; Student Attitudes; Elementary Secondary Education; Netherlands + Suchen Sie Ihr Suchwort? Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lesson planning; Unterrichtsplanung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Wortschatzarbeit; Französisch; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Grammatik; Language test; Sprachtest; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerverhalten; Schülerverhalten; Niederlande
Abstract	While Communicative Language Teaching (CLT) is recognised as an effective approach worldwide, its implementation in foreign language (FL) classrooms remains difficult. Earlier studies have identified factors impeding CLT implementation, such as a lack of communicative lesson materials or teachers' more traditional views on language learning. In the Netherlands, CLT goals have been formulated at the national level, but are not always reflected in daily FL teaching and assessment practice. As constructive alignment between learning goals, classroom activities and assessments is a precondition for effective teaching, it is important to gain a deeper understanding of the degree of alignment in Dutch FL curricula and the factors influencing it. The current study therefore aims to take a systematic inventory of classroom practices regarding the translation of national CLT goals into learning activities and assessments. Findings revealed that teaching activities and classroom assessments predominantly focused on grammar knowledge and vocabulary out of context and, to a lesser extent, on reading skills. External factors, such as teaching and testing materials available, and conceptual factors, such as teachers' conceptions of language learning, were identified to contribute to the observed lack of alignment. Assessments in particular seem to exert a negative washback effect on CLT implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01