Assessment in CLIL: Challenges and Opportunities

Authors

DOI:

https://doi.org/10.14422/pym.i378.y2019.002

Keywords:

bilingual education, CLIL, formative assessment, summative assessment, assessment literacy

Abstract

Assessment in Bilingual Education contexts where a Content and Language Integrated Learning (CLIL) approach is used is often seen as a problem by teachers and parents. This article aims to clarify and demystify some of the issues concerning assessment in CLIL, showing how assessment can be used not only to measure, but to support, the learning of both content and language.

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Author Biography

  • Tom Morton, University of London
    Tom Morton is Honorary Research Fellow in the Department of Applied Linguistics, Birkbeck, University of London and member of the UAM-CLIL Research Group at the Universidad Autónoma de Madrid. He has published numerous articles and co-authored two books on CLIL: The Roles of Language in CLIL (Cambridge University Press) and Applied Linguistics Perspectives on CLIL (John Benjamins).

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Published

2019-06-14

Issue

No. 378 (2019): Retos de la enseñanza bilingüe

Section

Artículos

License

El Servicio de Publicaciones de la Universidad Pontificia Comillas (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas en Padres y Maestros.

Pasado el periodo de embargo está permitida la reutilización del contenido bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivadas 3.0 Unported.

Licencia Creative Commons

How to Cite

Assessment in CLIL: Challenges and Opportunities. (2019). Journal of Parents and Teachers, 378, 11-18. https://doi.org/10.14422/pym.i378.y2019.002