In today’s foreign language (FL) education, teachers universally recognise the importance of fostering students’ ability to communicate in the target language. However, the current assessments often do not (sufficiently) evaluate this. In her dissertation, Charline Rouffet aims to gather insight into the potential of assessments to steer FL teaching practices. Communicative learning objectives FL teachers fully support the communicative learning objectives formulated at national level and embrace the principles of communicative language teaching. Yet, assessments instead primarily focus on formal language knowledge in isolation (e.g., grammar rules), disconnected from real-world communicative contexts. This misalignment between assessment practices and communicative objectives hampers effective FL teaching. CBA toolbox The aim of this design-based PhD research project is to gather insight into the potential of assessments to steer FL teaching practices. To this end, tools for developing communicative classroom-based assessment (CBA) programmes were designed and implemented in practice, in close collaboration with FL teachers. Rouffet's dissertation consists of multiple studies, in which the current challenges of FL education are addressed and the usage of the CBA toolbox is investigated. Findings reveal that assessing FL competencies in a more communicative way can transform teaching practices, placing communicative abilities at the heart of FL education.
Parental involvement is a crucial force in children’s development, learning and success at school and in life [1]. Participation, defined by the World Health Organization as ‘a person’s involvement in life situations’ [2] for children means involvement in everyday activities, such as recreational, leisure, school and household activities [3]. Several authors use the term social participation emphasising the importance of engagement in social situations [4, 5]. Children’s participation in daily life is vital for healthy development, social and physical competencies, social-emotional well-being, sense of meaning and purpose in life [6]. Through participation in different social contexts, children gather the knowledge and skills needed to interact, play, work, and live with other people [4, 7, 8]. Unfortunately, research shows that children with a physical disability are at risk of lower participation in everyday activities [9]; they participate less frequently in almost all activities compared with children without physical disabilities [10, 11], have fewer friends and often feel socially isolated [12-14]. Parents, in particular, positively influence the participation of their children with a physical disability at school, at home and in the community [15]. They undertake many actions to improve their child’s participation in daily life [15, 16]. However, little information is available about what parents of children with a physical disability do to enable their child’s participation, what they come across and what kind of needs they have. The overall aim of this thesis was to investigate parents’ actions, challenges, and needs while enhancing the participation of their school-aged child with a physical disability. In order to achieve this aim, two steps have been made. In the first step, the literature has been examined to explore the topic of this thesis (actions, challenges and needs) and to clarify definitions for the concepts of participation and social participation. Second, for the purposes of giving breadth and depth of understanding of the topic of this thesis a mixed methods approach using three different empirical research methods [17-19], was applied to gather information from parents regarding their actions, challenges and needs.
Purpose: This study aims to systematically identify items that measure commu-nicative participation from measurement instruments that measure (aspects of) communication and/or participation in children and adolescents (5–18 years old) with communication disorders, for developing an item bank. Method: A systematic literature search was performed in MEDLINE and Embase to search for patient-reported outcome measures (PROMs) or parent reports measuring aspects of communication and/or participation in children and adolescents. The individual items of the included measurement instruments were reviewed on whether they measure communicative participation. The items were then classified into one of the International Classification of Functioning, Disability and Health (ICF) for Children and Youth (World Health Organization, 2007) domains of activities and participation. Results: A total of 29 instruments were found, nine PROMs and 20 parent reports. One hundred forty-five items were identified that measure communica-tive participation. From these 145 items, 74 were retrieved from PROMs (51%), and 71 were retrieved from parent reports (49%). The majority of items were classified in ICF Domain 7, interpersonal interactions and relationships (73.8%), followed by Domain 8, major life areas (13.8%), and Domain 9, community, social, and civic life (8.3%). Only a few items were found in Domains 5 and 6, and none was found in Domains 1, 2, and 4. Conclusions: We identified 145 items potentially useful for developing an item bank addressing communicative participation in children and adolescents with communication disorders. However, item development in collaboration with the target population is needed to ensure that these items fully reflect the construct.
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aphasia, speech apraxia, blended careDeze aanvraag is onderdeel van een structureel samenwerkingsverband van het UMCG Centrum voor Revalidatie met de Hanzehogeschool, afdeling Logopedie en de RUG, afdeling Taalwetenschappen, University College of Groningen en Universitair Ziekenhuis Gent. Het project heeft ten doel het verbeteren van de kwaliteit van de logopedische behandeling van spraak- en taalstoornissen na hersenletsel. Hierbij staat telkens het verbinden van theoretische inzichten uit de literatuur met klinisch opgedane inzichten voorop.
Bij spraak-, taal-, stem- en gehoorproblemen wordt communiceren lastig. Dat heeft grote gevolgen voor de participatie van de persoon. In dit promotieonderzoek ontwikkelen we een instrument gericht op het meten van communicatieve participatie bij volwassenen met verschillende communicatieve problemen, die ook toegankelijk is voor mensen met afasie.
Bij afasie is spreken en begrijpen van taal lastig. Dat heeft grote gevolgen voor de participatie van de patiënt. In dit promotieonderzoek ontwikkelen we een meetinstrument gericht op communicatieve participatie van mensen met afasie.Doel Er zijn in Nederland geen bruikbare instrumenten om communicatieve participatie van mensen met afasie in kaart te brengen. Dit onderzoek heeft tot doel om zo'n instrument te ontwikkelen. We vertalen een itembank gericht op de communicatieve participatie bij mensen met afasie na niet aangeboren hersenletsel (NAH) en we ontwikkelen deze tot een betrouwbaar en valide meetinstrument. Resultaten Dit onderzoek loopt nog. Na afloop vind je hier de resultaten. Looptijd 01 september 2019 - 31 augustus 2023 Aanpak We vertalen de Communicative Participation Item Bank en ontwikkelen deze door. We gebruiken daarbij de methodologie van het internationale meetsysteem voor patiëntuitkomsten PROMIS. We maken de itembank afasievriendelijk op basis van criteria uit de literatuur. We onderzoeken alle klinimetrische meeteigenschappen volgens de COSMIN-methodologie.
