How Effective is the Assessment Component of a Customized CLIL Program?

Authors

DOI:

https://doi.org/10.5294/laclil.2020.13.2.5

Keywords:

Content and language integrated learning, assessment, learner attitude, teacher attitude, teacher training.

Abstract

Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a tool for the integrated assessment of language and content. Data were obtained by a mixed-method research approach from 525 university freshman students and 17 English language teachers via questionnaires and follow-up interviews with the teachers and the students. The results indicated that both the students and the teachers developed positive attitudes towards the assessment component of content and language integrated learning. The assessment component was also found to be an adequate tool for the integrated assessment of content and language.

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

Isık, A. (2020). How effective is the assessment component of a customized CLIL program? Latin American Journal of Content & Language Integrated Learning, 13(2), 241-287. https://doi.org/10.5294/laclil.2020.13.2.5

Received: 23/03/2020

Approved: 13/07/2020

Downloads

Download data is not yet available.

Author Biography

Ali Işık, Istinye University

Ali Işık graduated from Bogazici University (Istanbul, Turkey) Education Faculty Foreign Language Education Program in 1989. He completed his MA in 1993 and Ph.D. 1999 at the same university and department. He completed his second MA at Gazi University (Ankara, Turkey) Educational Administration Program in 2006. Between 1999-2016 he worked as a part-time lecturer at Bogazici University, Middle East Technical University, Hacettepe University, Yeditepe University, and Bogaziçi University consecutively.  He is currently the Head of English Language and Literature Department and also serves as an ELT program and materials development advisor and teacher trainer at Istinye University, Istanbul, Turkey.  His research interests include language teaching methodology, teacher training, content-based instruction, materials development, measurement and evaluation.

References

AECLIL. (2013). Assessment and evaluation in CLIL. https://aeclil.altervista.org/Sito/wp-content/uploads/2013/02/AECLIL-Assessment-and-evaluation-in-CLIL.pdf

Barbero, T. (2012). Assessment tools and practices in CLIL. In F. Quartapelle (Ed.), Assessment and Evaluation in CLIL (pp. 38–56). European Commission: AECLIL-EACEA. https://aeclil.altervista.org/Sito/wp-content/uploads/2013/02/AECLIL-Assessment-and-evaluation-in-CLIL.pdf

Barrios, E., & Milla-Lara, M. D. (2018). CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal, 48(1), 60–80. https://doi.org/10.1080/09571736.2018.1544269

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.

Douglas, D. (2010). Understanding language testing. Hoddler Education.

Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385–402. https://doi.org/10.1177/0265532208090158

Isik, A. (2003). Is ESP a success in the Turkish EFL context? ITL Review of Applied Linguistics, 141(1), 255–287. https://doi.org/10.2143/ITL.141.0.2003190

Isik, A. (2008). Linguistic imperialism and foreign language teaching. The Journal of Asia TEFL, 5(1), 123–144. https://www.researchgate.net/profile/Ali_Isik6/publication/323958594_Linguistic_Imperialism_and_Foreign_Language_Teaching/links/5ab4afecaca27217100444e1/Linguistic-Imperialism-and-Foreign-Language-Teaching.pdf

Leal, J. P. (2016). Assessment in CLIL: Test development at content and language for teaching natural science in English as a foreign language. Latin American Journal of Content and Language Integrated Learning, 9(2), 293–317. http://dx.doi.org/10.5294/laclil.2016.9.2.3

LICI. (2009). Language in content instruction. http://lici.utu.fi.

Linfield, K. J., & Posavac, E. J. (2018). Program evaluation: Methods and case studies. Routledge.

Lo, Y. Y., & 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, 1–19. https://doi.org/10.1080/13670050.2018.1436519

Maggi, F. (2012). Evaluation in CLIL. In F. Quartapelle (Ed.), Assessment and Evaluation in CLIL (pp. 57–74). http://aeclil.altervista.org/Sito/wp-content/uploads/2013/02/AECLIL-Assessment-and-evaluation-in-CLIL.pdf

Massler, U. (2010). Assessment in CLIL learning. In S. Ioannou-Georgiou &

P. Pavlou (Eds.), Guidelines for CLIL implementation in primary and pre-primary education (pp. 114–136). Cyprus Pedagogical Institute.

Massler, U., Stotz, D., & Queisser, C. (2014). Assessment instruments for primary CLIL: The conceptualisation and evaluation of test tasks. The Language Learning Journal, 42(2), 137–150. https://doi.org/10.1080/09571736.2014.891371

Morgan, C. (2006). Appropriate language assessment in content and language integrated learning. Language Learning Journal, 33(1), 59–67. https://doi.org/10.1080/09571730685200121

O’Dwyer, F., & De Boer, M. (2015). Approaches to assessment in CLIL classrooms: Two case studies. Language Learning in Higher Education, 5(2), 397–421. https://doi.org/10.1515/cercles-2015-0019

Otto, A. (2017). Assessment issues in CLIL: What you’ve been wondering but were afraid to ask. Revista de Investigación, (1), 1–13. https://app.rdim.es/archivos/publicacion/303dce018b15282742f1b7545667f026.pdf

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

Peña, I. P. (2017). Assessment for learning in primary CLIL classrooms and its co-construction in classroom discourse (Doctoral dissertation). Universidad Autónoma de Madrid, Madrid, Spain. https://pdfs.semanticscholar.org/c0b9/660532606c95161d635d2163b22824eb2ea4.pdf

Purpura, J. E. (2016). Second and foreign language assessment. The Modern Language Journal, 100, 191–208. https://doi.org/10.1111/modl.12308

Reierstam, H. (2015). Assessing language or content? A comparative study of the assessment practices in three Swedish upper secondary CLIL schools (Licentiate thesis). University of Gothenburg, Gothenburg, Sweden. https://gupea.ub.gu.se/bitstream/2077/40701/4/gupea_2077_40701_4.pdf

Serragiotto, G. (2007). Assessment and evaluation in CLIL. In D. Marsh & D. Wolff (Eds). Diverse contexts – Converging goals. CLIL in Europe

(pp. 271–283). Peter Lang.

Short, D. J. (1993). Assessing integrated language and content instruction. TESOL Quarterly, 27(4), 627–656. https://doi.org/10.2307/3587399

Tedick, D., & Cammarata, L. (2006). Integrated performance assessment: Adapting the model for CBI. Minneapolis: Center for Advanced Research on Language Acquisition (CARLA). https://www.carla.umn.edu/cobaltt/modules/assessment/ipa/index.html

Tsagari, D. (Ed.). (2016). Classroom-based Assessment in L2 Contexts. Cambridge Scholars Publishing.

Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41–63. https://arts.unimelb.edu.au/__data/assets/pdf_file/0010/2349928/6_1_SI3TsagariVogt.pdf

Vogt, K., & Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374–402. https://doi.org/10.1080/15434303.2014.960046

Wewer, T. (2014). Assessment of young learners’ English proficiency in bilingual content instruction CLIL (Doctoral dissertation). The University of Turku, Turku, Finland.

Xavier, A. (2016). Assessment for learning in EBE/CLIL: A learning-oriented approach to assessing English language skills and curriculum content at early primary level (Doctoral dissertation). Nova University Lisbon, Lisbon, Portugal. https://run.unl.pt/bitstream/10362/17973/1/ProjectWork_ELT_AX_OE_FINAL_28_10_2015.pdf

Zafiri, M., & Zouganeli, K. (2017). Toward an understanding of Content and Language Integrated Learning Assessment (CLILA) in primary school classes: A case study. Research Papers in Language Teaching and Learning, 8(1), 88–109. https://rpltl.eap.gr/images/2017/08-01-088-Zafiri-Zouganeli.pdf

Zhetpisbayeva, B. A., Kitibayeva, A. K, Kazimova, D. A., Akbayeva, G. N., & Zatyneiko, M. A. (2018). Assessment issues in Content and ­Language Integrated Learning (CLIL). Journal of Advanced Pharmacy Education & Research, 8(4), 32–38. https://japer.in/storage/models/article/JOBbrVa32ILzNvUY8Vj3Ysq9Op4YlJdySeGkY2nS9B04dAgB6Nxw5kO3QsfQ/assessment-issues-in-content-and-language-integrated-learning-clil.pdf

Downloads

Published

2021-01-14

How to Cite

Işık, A. (2021). How Effective is the Assessment Component of a Customized CLIL Program?. Latin American Journal of Content & Language Integrated Learning, 13(2), 241–287. https://doi.org/10.5294/laclil.2020.13.2.5

Issue

Section

Articles