Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model

Authors

  • Ana Otto Author UDIMA University

DOI:

https://doi.org/10.5294/laclil.2018.11.2.6

Keywords:

Content and Language Integrated Learning, CLIL, formative assessment, formative evaluation, language learning, language instruction, academic language, functional model, errors

Abstract

Evaluación del lenguaje en aprendizaje integrado de contenidos y lenguas extranjeras: una revisión de la literatura hacia un modelo funcional

Avaliação da linguagem em CLIL: uma revisão da literatura para um modelo funcional

Assessment is one of the most contested topics in Content and Language Integrated Learning (CLIL) because of the duality between content and language, and the lack of official guidelines and research on this matter. Furthermore, as CLIL is an umbrella term portraying different realities, it is essential to consider the educational contexts in which this methodological approach is set. These various settings make each CLIL program unique concerning general aspects such as the educational level, the amount of exposure to the foreign language, the students’ age and level in the foreign language, and the different subjects being taught through it. The aim of this article is to discuss existing research on CLIL assessment and to offer a preliminary functional model for practitioners to deal with language issues. By analyzing the literature in a systematic way, the concepts of discrete and integrated assessment are revisited, and a closer look at the importance of considering students’ limited language proficiency and errors are also considered. It is hoped that the suggested functional model and the recommendations derived from it can serve as an aid to teachers in assessing language in a variety of CLIL subjects and contexts.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Otto, A. (2018). Assessing language in CLIL: A review of the literature towards a functional model. LACLIL, 11(2), 308-325. DOI: 10.5294/laclil.2018.11.2.6

Received: 23/11/2018

Approved: 18/02/2019

Downloads

Download data is not yet available.

Author Biography

Ana Otto, UDIMA University

Dr. Ana Otto is a professor in the Department of Language Education of the Madrid Open University (UDIMA). She is a specialist in didactics of foreign languages, assessment and CLIL.

References

Aiello, J., Di Martino, E., & Di Sabato, B. (2017). Preparing teachers in Italy for CLIL: Reflections on assessment, language proficiency and willingness to communicate. International Journal of Bilingual Education and Bilingualism, 20(1), 69–83, DOI: 10.1080/13670050.2015.1041873

Aguirre-Muñoz, Z., Park, J.E., Amabisca, A., & Boscardin, C. K. (2009). Developing teacher capacity for serving ELL’s writing instructional needs: A case for systemic functional linguistics. Bilingual Research Journal, 31, 295–322. DOI: 10.1080/15235880802640755

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford, UK: Oxford University Press.

Barbero, T., & Clegg, J. (2005). Programmare percorsi CLIL. Rome, Italy: Carocci.

Bentley, K. (2010). The TKT Course: CLIL module. Cambridge, UK: Cambridge University Press.

Boscardin, C. K., Jones, B., Nishimura, C., Madsen, S., & Park, J. (2008). Assessment of content understanding through science explanation tasks, (CRESST Report 745). Los Angeles, CA: University of California, Los Angeles, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).

Cope, B., & Kalantzis, M. (Eds.) (1993). The powers of literacy: A genre-based approach to teaching literacy. London, UK: Falmer Press.

Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.

Coyle, D. (2005). Planning and monitoring CLIL. University of Nottingham: UK.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Retrieved from https://www.unifg.it/sites/default/files/allegatiparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf

Cushing Weigle, S., & Jensen, L. (1997). Issues in assessment for content based instruction. In M. A. Snow & D. Brinton, (Eds.) The content-based classroom: Perspectives on integrating language and content (pp. 200–220). New York, NY: Longman.

Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 139–157). Heidelberg, Germany: Universitätsverlag Winter GmbH.

Eurydice (2006). Content and Language Integrated Learning at school in Europe. Brussels, Belgium: Eurydice European Unit.

Fuentes-Arjona, M. A. (2013). Which score is adequate: Approximation to the assessment rationale used in Science through English CLIL written text. Bellaterra Journal of Teaching & Learning Language & Literature, 6(4), 54–73. Retrieved from http://www.raco.cat/index.php/Bellaterra/article/viewFile/297851/386834

Gablasova, D. (2014). Learning and retaining specialized vocabulary from textbook reading: Comparison of learning outcomes through L1 and L2. The Modern Language Journal, 98, 976–991. DOI: 10.1111/modl.12150

García, O., & Lin, A. (2014) Translanguaging in bilingual education. Bilingual and Multilingual Education, 1–14. DOI: 10.1007/978-3-319-02324-3_9-1

González, J. A., & Barbero, J. (2013). Building bridges between different levels of education: Methodological proposals for CLIL at university. Language Value, 5(1), 1–23. DOI: 10.6035/LanguageV.2013.5.2

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Halliday, M. A. K., & Hasan, R. (1985). Language, context and text: Aspects of language in a social-semiotic perspective. Geelong, Australia: Deakin University Press.

Halliday, M., & Matthiesen, C. (2004). An introduction to functional grammar. London, UK: Edward Arnold.

Hargett, G. R. (1998). Assessment in ESL and bilingual education: A hot topics paper. Retrieved from http://files.eric.ed.gov/fulltext/ED425645.pdf

Hasan, R., & Williams, G. (Eds.). (1996). Literacy in society. London, UK: Longman.

Hönig, I. (2010). Assessment in CLIL: Theoretical and empirical research. Saarbrücken, Germany: VDM Verlag Dr. Müller.

Hulstijn, J. H. (2015). Language proficiency in native and non-native speakers: Theory and research. Amsterdam, The Netherlands: John Benjamins.

Ioannau-Georgiou, S., & Pavlou, P. (2011). Guidelines for CLIL implementation in pre-primary and primary education. Nicosia, Chipre: PROCLIL. Retrieved from http://www.schools.ac.cy/klimakio/Themata/Anglika/teaching_material/clil/guidelinesforclilimplementation1.pdf

Järvinen, H. M. (Ed.). (2009). Handbook: Language in content instruction. Turku, Finland: University of Turku. Retrieved from https://broadyesl.files.wordpress.com/2012/09/language-in-content_handbook_en.pdf

Kiely, R. (2009). CLIL: The question of assessment. Retrieved from http://www.developingteachers.com/articles_tchtraining/clil1_richard.htm

Kiely, R. (2011) Understanding CLIL as an innovation. Studies in Second Language Learning and Teaching, 1(1), 153–171.

Lasagabaster, D., & Sierra, J. M. (2010). Immersion and CLIL in English: More differences than similarities. ELT Journal, 64(4), 367–375. Oxford, UK: Oxford University Press. DOI: 10.1093/elt/ccp082

Lasagabaster, D., & García, O. (2014). Translanguaging: Towards a dynamic model of bilingualism at school [Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela]. Cultura y Educación, 26(3), 557–572. DOI: 10.1080/11356405.2014.973671

Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89. DOI: 10.1080/07908318.2014.1000926

Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge, UK: Cambridge University Press.

Lo, Y. L., & Fung, D. (2018). Assessments in CLIL: The interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2018.1436519

Martin, J. R., & Veel, R. (Eds.). (1998). Reading science: Critical and functional perspectives on discourses of science. London, UK: Routledge.

Marsh, D., Marshland, B., & Stenberg, K. (2001). CLIL compendium. Profiling European CLIL classrooms. Jyväskylä, Finland: University of Jyväskylä.

Massler, U. (2011). Assessment in CLIL learning. In S. Ioannau-Georgiou & P. Pavlou (Eds.), Guidelines for CLIL Implementation in pre-primary and primary education (pp.114–136). Nicosia, Chipre: PROCLIL. Retrieved from http://www.schools.ac.cy/klimakio/Themata/Anglika/teaching_material/clil/guidelinesforclilimplementation1.pdf

Megías-Rosa, M. (2012). Formación, integración y colaboración: palabras claves de CLIL. Una charla con María Jesús Frigols. Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, 21, 3–14. Retrieved from http://hdl.handle.net/10017/14561

Mohan, B. A. (1986). Language and content. Reading, MA: Addison-Wesley.

Mohan, B., & Huang, J. (2002). Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education, 13(3), 407–35. DOI: 10.1016/S0898-5898(01)00076-6

Morton, T. (2018). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275–286, DOI: 10.1080/13670050.2017.1383352

Pawlak, M. (2014). Error correction in the foreign language classroom: Reconsidering the issues. Heidelberg, NY: Springer.

Pérez-Vidal, C. (2007). The need of focus on form (FoR) in content and language integrated approaches: An exploratory study. Revista Española de Lingüística Aplicada, 39–54. Retrieved from http://hispadoc.es/descarga/articulo/2575491.pdf

Pica, T. (2002). Subject-matter content: How does it assist the Interactional and linguistic needs of classroom language learners? The Modern Language Journal, 86(1), 1–19 DOI: 10.1111/1540-4781.00133

Polias, J. (2006). Assessing learning: A language-based approach. In M. Olofsson (Ed.). Symposium 2006. Stockholm, Sweden: Nationellt Centrum för SFI, HLS.

Raitbauer, M., Fürstenberg, U., Kletzenbauer, P., & Marko, K. (2018). Towards a cognitive-linguistic turn in CLIL: Unfolding integration. LACLIL, 11(1), 87–107. DOI: 10.5294/laclil.2018.11.1.5

Serragiotto, G. E. (2007). Assessment and evaluation in CLIL. D. In D. Marsh & D. Wolff (Eds.), Diverse contexts-converging goals: CLIL in Europe (pp. 271–286). Frankfurt, Germany: Peter Lang.

Unsworth, L. (Ed.) (2005). Researching language in schools and communities: Functional linguistic perspectives. London, UK: Bloomsbury Academic.

Van Kampen, E., Meirink, J., Admiraal, J., & Berry, A. (2017). Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands. International Journal of Bilingual Education and Bilingualism, 21(2), 222–236 DOI: 10.1080/13670050.2017.1411332

Weir, C. (1990). Communicative language testing (2nd Ed.). New York, NY: Prentice Hall.

Wewer, T. (2014). Assessment of young learners’ English proficiency in bilingual content instruction CLIL (Doctoral dissertation). University of Turku, Turku, Finland. Retrieved from http://urn.fi/URN:ISBN:978-951-29-5754-5

Whittaker, R. M., O’Donnell, A., & McCabe, A. (Eds). (2006). Language and literacy. Functional approaches. London, UK: Continuum.

Downloads

Published

2019-04-10

How to Cite

Otto, A. (2019). Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model. Latin American Journal of Content & Language Integrated Learning, 11(2). https://doi.org/10.5294/laclil.2018.11.2.6

Issue

Section

Articles