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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

Di Gregorio, Luca, Beaton, Fran (2019) 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. Higher Education Pedagogies, 4 (1). pp. 406-421. ISSN 2375-2696. (doi:10.1080/23752696.2019.1644660) (KAR id:78899)

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.

Item Type: Article
DOI/Identification number: 10.1080/23752696.2019.1644660
Uncontrolled keywords: Assessment, constructive alignment, digital engagement, learning blog, second-language acquisition
Divisions: Divisions > Directorate of Education > Centre for the Study of Higher Education
Depositing User: Fran Beaton
Date Deposited: 20 Nov 2019 14:19 UTC
Last Modified: 08 Dec 2022 22:04 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/78899 (The current URI for this page, for reference purposes)

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