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SIGN LANGUAGE TEACHING

AND ASSESSMENT IN HIGHER

EDUCATION: DIDACTIC USE AND

EFFECTIVENESS OF THE CEFR

Eveline Boers-Visker

Beppie van den Bogaerde

Annemiek Hammer

(2)

Background

2

• 4-yrs bachelor program

• Teacher and Interpreter Sign

Language of the Netherlands

Target

population

• <2010 Grammar-based

• ≥2010 Communication-based –

teaching aligned to CEFR

Didactic shift

• To evaluate the outcomes of this

didactic shift on students’

production of SL

Research

purpose

(3)

Overview of didactic shift

3

Explicit grammar

from start,

production is

leading

Feedback focus

on grammatical

mistakes

Grammar Based

Implicit grammar

from start,

comprehension is

leading

Feedback focus

on functionality

and pragmatics

Communication Based

(4)

Design of study

Data from Cohort study

Cohort 1 2009 – 2013 (Grammar-Based) Cohort 2 (2010 – 2014) (Pilot – Comm. B) Cohort 3 (2011 – 2015) (New – Comm. B) Cohort 4 (2013 – 2016) (Established – Comm. B) Year 1 2 2 2 2 Year 2 2 2 2 2

Cross-sectional data collection

Long itudinal da ta col lecti on

(5)

Method

• Recording interview (ca. 7 min.)

• All recordings are standardized to 6 min.

• Detailed annotation in Excel

• Variables of use-of-space include:

– INDEX

– Locative Signs

– Classifiers

– Verbs

(6)

Measuring effectiveness

6

to assess the quality of our curriculum.

to add to the body of literature on the

didactic uses of the CEFR (e.g. Alderson, 2002; Goullier, 2007)

Practical

relevance

to increase our insights in L2-development of Sign Language to contribute to the refinement of the CEFR descriptors (e.g. Hulstijn, 2007; Figueras, 2012)

Theoretical

relevance

(7)

Results

0 10 20 30 40 50 60 70 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 C1.1 C1.2 C2.3 C2.4 C3.5 C3.6 C4.7 C4.8 ra w n u mb er s o f u se -of -sp ac e list-buoys verb classifier locative sign INDEX

Grammar-based Pilot Comm. B. New Comm. B. Established Comm. B.

(8)

Longitudinal analysis

0 10 20 30 40 50 60 70 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 C1.1 C1.2 C2.3 C2.4 C3.5 C3.6 C4.7 C4.8 ra w n u mb er s o f u se -of -sp ac e list-buoys verb classifier locative sign INDEX

Grammar-based Pilot Comm. B. New Comm. B. Established Comm. B. T1 < T2 *

T1 < T2 *

T1 < T2 * T1 =T2

(9)

0 10 20 30 40 50 60 70 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 T1 T2 C1.1 C1.2 C2.3 C2.4 C3.5 C3.6 C4.7 C4.8 ra w n u mb er s o f u se -of -sp ac e list-buoys verb classifier locative sign INDEX

Grammar-based Pilot Comm. B. New Comm. B. Established Comm. B. C1 < C2 * * Significant alpha .008 C3 = C4 C2 = C3 C1 < C3 * C1 < C4 *

Cross-sectional analysis

(10)

Conclusions

• Longitudinal analysis = L2 learners progress in

their use of space (irrespective of didactics).

• Cross-sectional analysis = L2 learners have

better use of space in the communication

based approach as compared to

grammar-based approach.

(11)

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