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

Ana Otto

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


Keywords


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

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References


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

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