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

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.

Assessing the capabilities of CLIL technology in development students’ foreign language professional skills

“…the researcher investigates the content and language integrated learning in English as a foreign language program. The results indicate that the university students and English language teachers in Turkey developed a positive attitude to the assessment component of content and language integrated learning [14]. According to W. Yang, literature done on the application of CLIL in Hong Kong, Taiwan, and China has affirmed that CLIL can be a practical choice to the traditional ELT approaches for accommodating students' subject knowledge and linguistic competence [15].…”

The Development of Tools for Assessing the Cognitive-Content Readiness of Pre-Service Teachers to Teach a Specialized Subject in a Multilingual Environment

“…Однако согласно определению CLIL, данному Д. Койлом, П. Худом, Д. Маршем [3], при разработке инструмента оценивания важно учитывать, что английский язык используется для изучения и преподавания как содержания, так и языка. Поэтому разработанные инструменты оценивания должны иметь интегративный характер, позволяющий измерить уровень сформированности языковых и предметных знаний студента [10][11][12]. Это позволит определять готовность (мотивационную, когнитивно-содержательную, праксиологическую) [13] будущих учителей к преподаванию профильных предметов на английском языке в комплексе.…”