| dc.description.abstract | This paper describes a case study that examined implementation of dynamic assessment (DA) of L2 academic writing in a university level content and language integrated learning (CLIL) class taught in English. One teacher provided students with indirect feedback on both content and language and required the students to engage in written dialogic exchanges to prompt a deeper level of reflection and enable the learners to self-correct the errors. The analysis focused specifically on student reciprocity, i.e., student responses to mediation that indicate to what degree they are able to attain corrections independently and with support of the teacher, which in turn allowed the teacher to identify any remaining gaps between the students’ current and desired knowledge. Teacher mediation and student responses were coded using a priori categories adapted from Stanley (1992). The findings, illustrated with rich, qualitative data excerpts, including two extended episodes from the teacher’s interactions with one of the students, suggest that engaging students in DA enables them to reflect on their learning and provides them with the opportunity to negotiate the content of their texts. Implications for CLIL classrooms are also discussed. | en_US |
