Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations

ISBN-13: 9783030541279 / Angielski / Twarda / 2020 / 263 str.

Mark DeBoer; Dmitri Leontjev

Spis treści

Foreword
Table of Contents
List of Contributors
Introduction to the Volume; Mark de Boer and Dmitri Leontjev

PART 1: Conceptualizing CLIL assessment

1. Assessment of Young Learners’ English Language Proficiency in Bilingual CLIL Education in Finland as a Foreign Language; Taina Wewer

2. CLIL from the Outset; Barbel Kuhn

3. Achieving in Content Through Language: Towards a CEFR Descriptor Scale for Academic Language Proficiency; Stuart Shaw

4. CEFR, CLIL, LOA and TBLT – Synergizing Goals, Methods and Assessment to Optimise Active Student Learning; Claudia Kunschak

5. Assessing (for) Understanding in the CLIL Classroom; Dmitri Leontjev, K. Skinnari and Teppo Jakonen

6. Assessment in CLIL; Four Principles of Using Discussion Boards as a Formative Assessment at Advanced Level Business Russian at Regent’s University London; Olga Helly

7. Learner-learner Interactionist Dynamic Assessment Instances in CLIL; Mark deBoer

PART 2: Practical Applications

8. Does AfL Promote Discussion-based Learning in CLIL Classrooms? Exploring AfL Techniques and Their Effect on Student Communication; Rachel Basse, Irene Pascual Peña

9. Academic Culture as Content: Self-assessment in the CLIL Classroom in the International Liberal Arts University; Chris Carl Hale and Alexander Nanni

10. Learning-oriented Task-based Language Assessment to Promote Self-efficacy, Learner Autonomy, and Thinking Skills; Naoyuki Naganuma

11. Assessing Formatively in CLIL-oriented Junior High EFL lessons in Japan; Hidetoshi Saito

12. Learning-oriented CLIL Assessment: The Case of Japanese High School Baseball Players Learning English; Yoshinori Watanabe

13. Assessment for Learning in EBE/CLIL: A Learning-oriented Approach to Assessing English Language Skills and Curriculum Content at Early Primary Level; Ana Xavier

14. Conclusion: Further Explorations beyond this Volume; Mark de Boer and Dmitri Leontjev

Glossary

O autorze

Mark deBoer is a Ph.D. candidate of the University of Birmingham, UK. and a lecturer in the EAP Department at Akita International University. His areas of expertise include syllabus development, CLIL, and flipped classroom teaching and learning. His research interests lie in exploring how knowledge is co-constructed in a learner-centred classroom and learner-learner mediation.

Dr. Leontjev is a postdoctoral researcher at the Department of Language and Communication Studies, University of Jyväskylä. His areas of expertise include dynamic assessment and feedback in the language classroom. His recent research interest lies in exploring how knowledge is co-constructed in classroom interaction.

Blurb

This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. CLIL as an educational context is unique, as language and content learning happen simultaneously. The efficacy of such instruction has been studied extensively, but assessment in CLIL classrooms has drawn much less attention. The present volume aims to fill this gap.

Arranged based on different ways that content and language are integrated in CLIL, the chapters in this book together build a solid theoretical basis for assessment promoting learning in CLIL classrooms. The authors discuss how assessment eliciting this integration yields insights into learners' abilities, but more importantly, how these insights are used to promote learning. The contributors to the volume together build the understanding of classroom-based assessment as cyclic, of teaching, learning, and assessment as inter-related, and of content and language in CLIL classrooms as a dialectical unity.

This volume will spark interest in and discussion of classroom-based assessment in CLIL among CLIL educators and researchers, enable reflection of classroom assessment practices, and foster collaboration between CLIL teachers and researchers. The assessment approaches and activities discussed in the volume, in turn, will help educators understand the scope of applications of assessment and inspire them to adapt these to their own classrooms.