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Volume 7, Issue 2
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Abstract

Abstract

In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher’s instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education.

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2019-09-25
2024-12-13

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/content/journals/10.1075/jicb.18028.lo
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Scaffolding for cognitive and linguistic challenges in CLIL science assessments
Journal of Immersion and Content-Based Language Education 7, 289 (2019); https://doi.org/10.1075/jicb.18028.lo
/content/journals/10.1075/jicb.18028.lo
/content/journals/10.1075/jicb.18028.lo
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  • Article Type: Research Article
Keyword(s): assessment; bilingual education; Content and Language Integrated Learning (CLIL); instruction

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