1887
Volume 12, Issue 1
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Despite being an essential element of Content and Language Integrated Learning (CLIL), CLIL assessment has received scarce research attention and remains a relatively underexplored area. Since few review studies have been conducted in the field of CLIL assessment, this article constitutes the first attempt to synthesise both theoretical and empirical studies on CLIL assessment around the globe with a view to yielding implications for the understanding, design, and improvement of assessment in CLIL and providing suggestions for future research agendas. Based on a thematic analysis of 77 pertinent publications selected among 763 search results, this scoping review first identified three prominent research themes in CLIL assessment including assessment issues, assessment practices, and assessment frameworks. Subsequently, the review elaborated each theme and discussed some interesting patterns of the literature in great depth. The review concluded with suggestions on future research directions with a view to advancing the uncharted area of CLIL assessment.

Loading

Article metrics loading...

/content/journals/10.1075/jicb.21025.lia
2024-02-02
2024-10-06
Loading full text...

Full text loading...

References

  1. Aguilar, M., & Rodríguez, R.
    (2012) Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 183–197. 10.1080/13670050.2011.615906
    https://doi.org/10.1080/13670050.2011.615906 [Google Scholar]
  2. Barbero, T.
    (2009) Assessment in CLIL. InH. Järvinen (Ed.), Language in content instruction (pp.108–118). University of Turku.
    [Google Scholar]
  3. (2012) Assessment tools and practices in CLIL. InF. Quartapelle (Ed.), Assessment and evaluation in CLIL (pp.38–56). Ibis. https://aeclil.altervista.org/Sito/wp-content/uploads/2013/02/AECLIL-Assessment-and-evaluation-in-CLIL.pdf
    [Google Scholar]
  4. Kandlbinder, P.
    (2014) Constructive alignment in university teaching. HERDSA News, 36(3), 5–6. 10.3316/informit.150744867894569
    https://doi.org/10.3316/informit.150744867894569 [Google Scholar]
  5. Coonan, C. M.
    (2011) CLIL in (language) teacher training. Studi di glottodidattica, 5(2), 1–14. 10.15162/1970‑1861/130
    https://doi.org/10.15162/1970-1861/130 [Google Scholar]
  6. (2012) The foreign language curriculum and CLIL. Synergies Italie, 81, 117–128. https://gerflint.fr/Base/Italie8/carmel_mary%202.pdf
    [Google Scholar]
  7. Coyle, D.
    (2007) Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. 10.2167/beb459.0
    https://doi.org/10.2167/beb459.0 [Google Scholar]
  8. Coyle, D., Hood, P., & Marsh, D.
    (2010) CLIL: Content and language integrated learning. Cambridge University Press. 10.1017/9781009024549
    https://doi.org/10.1017/9781009024549 [Google Scholar]
  9. Creswell, J. W.
    (2014) Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage publications.
    [Google Scholar]
  10. Cummins, J.
    (2000) Language, power and pedagogy: Bilingual Children in the Crossfire. Multilingual Matters. 10.21832/9781853596773
    https://doi.org/10.21832/9781853596773 [Google Scholar]
  11. Czura, A., & Papaja, K.
    (2010) Classroom-based and external assessment in CLIL. Anglica Wratislaviensia, 481, 163–170. https://wuwr.pl/awr/article/view/113
    [Google Scholar]
  12. Dalton-Puffer, C.
    (2013) A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 1–38. 10.1515/eujal‑2013‑0011
    https://doi.org/10.1515/eujal-2013-0011 [Google Scholar]
  13. De la Barra, E., Veloso, S., & Maluenda, L.
    (2018) Integrating assessment in a CLIL-based approach for second-year university students. Profile: Issues in Teachers’ Professional Development, 20(2), 111–126. 10.15446/profile.v20n2.66515
    https://doi.org/10.15446/profile.v20n2.66515 [Google Scholar]
  14. Fuentes, M. À.
    (2013) Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test. Bellaterra Journal of Teaching & Learning Language & Literature, 6(4), 54–73. 10.5565/rev/jtl3.541
    https://doi.org/10.5565/rev/jtl3.541 [Google Scholar]
  15. Gablasova, D.
    (2014) Issues in the assessment of bilingually educated students: Expressing subject knowledge through L1 and L2. The Language Learning Journal, 42(2), 151–164. 10.1080/09571736.2014.891396
    https://doi.org/10.1080/09571736.2014.891396 [Google Scholar]
  16. Graves, K., & Garton, S.
    (2017) An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching, 50(4), 441–482. 10.1017/S0261444817000155
    https://doi.org/10.1017/S0261444817000155 [Google Scholar]
  17. Hofmannová, M., Novotná, J., & Pípalová, R.
    (2004) Assessment instruments for classes integrating mathematics and foreign language teaching. ICME, 101, 1–8.
    [Google Scholar]
  18. Hönig, I.
    (2009) Assessment in CLIL [Doctoral dissertation, Universität Wien]. othes.univie.ac.at/7976/1/2009-11-21_0107764.pdf
  19. (2010) Assessment in CLIL: Theoretical and empirical research. VDM Publishing.
    [Google Scholar]
  20. Julián-de-Vega, C., & Fonseca-Mora, M. C.
    (2017) Language policy and teacher team coordination practices in secondary CLIL schools. European Journal of Language Policy, 9(2), 183–202. 10.3828/ejlp.2017.12
    https://doi.org/10.3828/ejlp.2017.12 [Google Scholar]
  21. Kiely, R.
    (2009) CLIL – The question of assessment. RetrievedAugust 22, 2023, fromsurl.li/kiazg
  22. Lasagabaster, D.
    (2008) Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 11, 30–41. 10.2174/1874913500801010030
    https://doi.org/10.2174/1874913500801010030 [Google Scholar]
  23. Leal, J. P.
    (2016) Assessment in CLIL: Test development for content and language for teaching natural science in English as a foreign language. Latin American Journal of Content & Language Integrated Learning, 9(2), 293–317. 10.5294/laclil.2016.9.2.3
    https://doi.org/10.5294/laclil.2016.9.2.3 [Google Scholar]
  24. Lo, Y. Y.
    (2014) Collaboration between L2 and content subject teachers in CBI: Contrasting beliefs and attitudes. RELC Journal, 45(2), 181–196. 10.1177/0033688214535054
    https://doi.org/10.1177/0033688214535054 [Google Scholar]
  25. Lo, Y. Y., & Fung, D.
    (2020) Assessments in CLIL: The interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education and Bilingualism, 23(10), 1192–1210. 10.1080/13670050.2018.1436519
    https://doi.org/10.1080/13670050.2018.1436519 [Google Scholar]
  26. Lo, Y. Y., & Lin, A. M. Y.
    (2014) Designing assessment tasks with language awareness: Balancing cognitive and linguistic demands. Assessment and Learning, 3(3), 97–119. https://wlts.edb.hkedcity.net/filemanager/file/A&L3(11)_Lo&Lin.pdf
    [Google Scholar]
  27. Lo, Y. Y., Lui, W. M., & Wong, M.
    (2019) Scaffolding for cognitive and linguistic challenges in CLIL science assessments. Journal of Immersion and Content-Based Language Education, 7(2), 289–314. 10.1075/jicb.18028.lo
    https://doi.org/10.1075/jicb.18028.lo [Google Scholar]
  28. Londo, M.
    (2012) Optimising EMI in higher education through CLIL: Case study at Vienna University of Technology. AV Akademikerverlag.
    [Google Scholar]
  29. Marsh, D., Maljers, A., & Hartiala, A. K.
    (2001) Profiling European CLIL classrooms. Languages Open Doors.
    [Google Scholar]
  30. Martín-Macho Harrison, A., & Faya Cerqueiro, F.
    (2020) L1 in CLIL: The case of Castilla-La Mancha. TEJUELO. Didactics of Language and Literature. Education, 311, 143–174. 10.17398/1988‑8430.31.143
    https://doi.org/10.17398/1988-8430.31.143 [Google Scholar]
  31. Massler, U.
    (2011) Assessment in CLIL learning. InS. Ioannou-Georgiou & P. Pavlou (Eds.), Guidelines for CLIL implementation in primary and pre-primary education (pp.114–136). Socrates Comenius.
    [Google Scholar]
  32. 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. 10.1080/09571736.2014.891371
    https://doi.org/10.1080/09571736.2014.891371 [Google Scholar]
  33. Miles, M., Huberman, A. M., & Saldaña, J.
    (2014) Qualitative data analysis. Sage.
    [Google Scholar]
  34. Mohan, B.
    (1986) Language and content. Addison-Wesley Pusblishing Company.
    [Google Scholar]
  35. Mohan, B., Leung, C., & Slater, T.
    (2010) Assessing language and content: A functional perspective. InA. Paran & L. Sercu (Eds.), Testing the untestable in language education (pp.217–240). Multilingual Matters. 10.21832/9781847692672‑013
    https://doi.org/10.21832/9781847692672-013 [Google Scholar]
  36. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & the PRISMA Group
    (2009) Reprint-preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. Physical Therapy, 89(9), 873–880. 10.1093/ptj/89.9.873
    https://doi.org/10.1093/ptj/89.9.873 [Google Scholar]
  37. Morton, T.
    (2020) Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL. CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 7–17. 10.5565/rev/clil.33
    https://doi.org/10.5565/rev/clil.33 [Google Scholar]
  38. Morton, T., & Llinares, A.
    (2017) Content and language integrated learning (CLIL): Type of programme or pedagogical model?InA. Llinares & T. Morton (Eds.), Applied linguistics perspectives on CLIL (pp.1–16). John Benjamins. 10.1075/lllt.47.01mor
    https://doi.org/10.1075/lllt.47.01mor [Google Scholar]
  39. Otto, A.
    (2020) Performance-based assessment in CLIL: Competences at the core of learning. InM. E. Gómez-Parra, & C. A. H. Abril (Eds.), Handbook of research on bilingual and intercultural education (pp.447–468). IGI Global. 10.4018/978‑1‑7998‑2588‑3.ch019
    https://doi.org/10.4018/978-1-7998-2588-3.ch019 [Google Scholar]
  40. Otto, A., & Estrada, J. L.
    (2019) Towards an understanding of CLIL assessment practices in a European context: Main assessment tools and the role of language in content subjects. CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 31–42. https://raco.cat/index.php/clil/article/view/359606. 10.5565/rev/clil.11
    https://doi.org/10.5565/rev/clil.11 [Google Scholar]
  41. Pérez-Vidal, C.
    (2002) Modern languages across the curriculum: Practical case examples, Spain. InM. Grenfell (Ed.), Modern languages across the curriculum (pp.114–130). Routledge.
    [Google Scholar]
  42. Reierstam, H.
    (2015) Assessing language or content? A comparative study of the assessment practices in three Swedish upper secondary CLIL schools [Doctoral dissertation, University of Gothenburg]. hdl.handle.net/2077/40701
  43. Reljić, G., Ferring, D., & Martin, R.
    (2015) A meta-analysis on the effectiveness of bilingual programs in Europe. Review of Educational Research, 85(1), 92–128. https://www.jstor.org/stable/24434333. 10.3102/0034654314548514
    https://doi.org/10.3102/0034654314548514 [Google Scholar]
  44. Hurtado, N., Guerrero, E., Romero, E., & Rubio, F.
    (2016, July). Towards bilingual teaching in higher education. Paper presented at the8th International Conference on Education and New Learning Technologies, Barcelona, Spain. https://library.iated.org/view/HURTADO2016TOW. 10.21125/edulearn.2016.2214
    https://doi.org/10.21125/edulearn.2016.2214 [Google Scholar]
  45. Rohmah, I. I. T., Saleh, M., Faridi, A., & Fitriati, S. W.
    (2019) Language assessment pattern for primary education in the content and language integrated learning (CLIL) classroom context. Asian EFL Journal, 21(2.2), 101–123. repository.ikippgribojonegoro.ac.id/id/eprint/22
    [Google Scholar]
  46. Short, D.
    (1993) Assessing integrated language and content instruction. TESOL Quarterly, 27(4). 1–24. 10.2307/3587399
    https://doi.org/10.2307/3587399 [Google Scholar]
  47. Šteflíčková, A.
    (2015) Testing and diagnostics of students’ difficulties in CLIL teaching. InK. Krainer & N. Vondrová (Eds.), Proceedings of the ninth congress of the European society for research in mathematics education (pp.1529–1530). Charles University in Prague.
    [Google Scholar]
  48. Tavella, G., & Banegas, D. L.
    (2016) The CLIL road from planning to assessment: Case studies in Patagonia. InD. L. Banegas, M. Lopez-Barrios, M. Porto, & M. A. Soto (Eds.), ELT as a multidisciplinary endeavor: Growing through collaboration. Selected papers from the 41st FAAPI Conference (pp.150–160). ASJPI.
    [Google Scholar]
  49. Tedick, D. J., & Cammarata, L.
    (2012) Content and language integration in K–12 contexts: Student outcomes, teacher practices, and stakeholder perspectives. Foreign Language Annals, 45(s1), s28–s53. 10.1111/j.1944‑9720.2012.01178.x
    https://doi.org/10.1111/j.1944-9720.2012.01178.x [Google Scholar]
  50. Tsagari, D., & Michaeloudes, G.
    (2013) Formative assessment patterns in CLIL primary schools in Cyprus. InD. Tsagari, S. Papadima-Sophocleous, & S. Ioannou-Georgiou (Eds.), International experiences in language testing and assessment (pp.75–93). Peter Lang. 10.3726/978‑3‑653‑02511‑8
    https://doi.org/10.3726/978-3-653-02511-8 [Google Scholar]
  51. Wewer, T.
    (2014) Assessment of young learners’ English proficiency in bilingual content instruction CLIL [Doctoral dissertation, University of Turku]. https://urn.fi/URN:ISBN:978-951-29-5754-5
  52. Xavier, A. C. D. C. M.
    (2015) Assessment for Learning in EBE/CLIL: A learning-oriented approach to assessing English language skills and curriculum content at early primary level [Master’s thesis, NOVA University Lisbon]. https://run.unl.pt/bitstream/10362/17973/1/ProjectWork_ELT_AX_OE_FINAL_28_10_2015.pdf
    [Google Scholar]
  53. Yang, W.
    (2016) ESP vs. CLIL: A coin of two sides or a continuum of two extremes. ESP today, 4(1), 43–68. https://www.esptodayjournal.org/pdf/current_issue/3.6.2016/WENHSIEN-YANG-full%20text.pdf
    [Google Scholar]
  54. 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 and Research, 8(4), 32–38. https://japer.in/article/assessment-issues-in-content-and-language-integrated-learning-clil
    [Google Scholar]
/content/journals/10.1075/jicb.21025.lia
Loading
/content/journals/10.1075/jicb.21025.lia
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error