Integrated Content and Language in Higher Education (ICLHE)

In an effort to enhance Integrated Content and Language (ICL) teaching, learning, and assessment in Algerian Higher Education, a webinar series supported by a two-year grant has commenced. The initiative is a collaborative endeavor involving the Algerian Ministry of Higher Education and Scientific Research, the United States Department of State, Columbia Global Center Tunis, and the Applied Linguistics/TESOL Program at Teachers College, Columbia University. 

The first webinar in the series featured Dr. Atta Gebril, Professor of Applied Linguistics and Associate Dean for Graduate Studies and Research at the School of Humanities and Social Sciences, American University in Cairo (AUC), Egypt. Dr. Gebril has contributed significantly to the field, holding positions such as chair of the TOEFL Board of Examiners Research Sub-Committee and serving on the editorial boards of Language Assessment Quarterly and Assessing Writing. He has awards like the Scopus award from Elsevier and the Egyptian Knowledge Bank in 2019, the Best Article Award from the International Language Testing Association in 2018, and the Abdul Hameed Shoman Award for Arab Researchers in 2023. 

During the webinar, Dr. Gebril discussed the concept of learning-oriented assessment (LOA), which has garnered attention for its pivotal role in furnishing insights to various stakeholders within educational contexts. LOA is instrumental in not only providing essential information but also in guiding instructional decision-making processes and bolstering student learning endeavors. Despite its recognized benefits, the implementation of LOA encounters notable hurdles.

In such contexts, where summative exams hold sway, the utilization of assessment data to refine instructional practices is often constrained. In his presentation, Dr. Gebril delved into the complexities surrounding the integration of learning-oriented assessment (LOA) principles within accountability-driven assessment frameworks. As he navigated through these challenges, Dr. Gebril offered pragmatic strategies to bridge the gap between LOA principles and accountability requirements. His insights emphasized the importance of striking a delicate balance to effectively integrate LOA principles while ensuring compliance with accountability measures. By advocating for the incorporation of LOA principles into educational practices, Dr. Gebril underscored its potential to revolutionize traditional approaches to teaching, learning, and assessment. 

While the journey towards enhancing Integrated Content and Language (ICL) teaching, learning, and assessment in Algerian Higher Education may present challenges, this webinar series serves as a platform for dialogue and collaboration. In the upcoming webinars, topics such as the widespread implementation of English medium instruction (EMI) and the importance of supporting language development in EMI courses and programs will be explored. Additionally, strategies for bridging gaps in language competencies among both students and teachers will be discussed. As the series progresses, participants are encouraged to engage with these discussions and contribute to the advancement of effective teaching, learning, and assessment practices in Algerian Higher Education.