Using formal and informal formative assessment to support bilingual argument mapping in university bilingual science courses

The rise in university bilingual science courses is explained by a certain phenomenon, the internationalization of higher education. Bilingual Argument Mapping (BAM) – ability to construct argument maps using two languages key aspect scientific literacy. An map visual representation structure. problem that little known about how foster BAM this type course. goal study was explore possibility formal and informal formative assessment (FIFA) for learning which feedback both preplanned instantaneous –, support undergraduates’ BAM. data consist constructed forty-four students (27 females 17 males, 18–23 years old) Colombia during Spanish-English Results indicate FIFA helped participants’ creation valid coherent Spanish, English hybrid version code-switching as response argumentative questions related topics covered potential contributions its implications are discussed light research theory