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Evaluation in CLIL
• Learn about who, what and how do we assess following the CLIL method.
• Learn and be able to use the new technological tools (applications and software)
for assessment in the classroom.
Assessment and Evaluation in CLIL
Dr. Alexandra Santamaría Urbieta !
ASSESSMENT
ONLINE TEST EXAM: 50% (You don’t have to pass the exam to
pass the subject)
• An approach … That may concern languages; intercultural knowledge, understanding and skills;
preparation for internationalisation and improvement of educational itself (Marsh, 2002).
• A meaning-focused learning method… The aim is learning subject matter together with learning
a language (Van de Craen, 2006).
• An ‘umbrella’ term used to talk about bilingual education situations (Gajo, 2007).
• An evolving educational approach to teaching and learning where subjects are taught through the
medium of a non-native language (CLIL Handbook).
In a CLIL classroom the curricular subject and new language are taught together.
Also, thinking and learning skills are integrated too. All in all, CLIL presents new
challenges for teachers and students.
ü are more confident using the TL (target language) as well as their L1.
ü are more sensitive to vocabulary and ideas presented in the TL and in the L1.
CLIL is a wide term used to cover a range of contexts and models. For this reason,
there is not just one model of CLIL.
u Some schools teach topics from the curriculum as part of a language course.
SOFT CLIL
u Some schools teach partial immersion programmes where almost half the
curriculum is taught in the TL.
HARD CLIL
CLIL is a wide term that each school can adapt and change according to its preferences.
SOFT CLIL
HARD CLIL
As researched by Coyle (2007) and Coyle, Hood and Marsh (2010), CLIL is
sometimes referred to as having ‘4 Cs’. The four Cs are connected.
• Learners have to produce language both orally and in writing. For this reason, the
teacher must encourage this.
• CLIL focuses on increasing STT (Student Talking Time) and on reducing TTT
(Teacher Talking Time).
• We need to analyse thinking processes for their language demands and teach
students how to express their ideas and thoughts.
• CLIL offers the opportunity to include new and different cultural contexts.
These include skills for social and conversational situations. They are achieved after two to
three years of education and they are not cognitively demanding. Examples of these tasks
would be the following: matching cards, repeating greetings, etc.
This level is the one required in academic school study. The language used for teaching is
abstract and formal, which implies that activities are cognitively demanding. Examples of
this would be: justifying options, making hypotheses, interpreting evidence.
Look at these materials from coursebooks, which are from ELT books and which
are from CLIL books?
CLIL offers a new educational approach that answers to the needs of today’s globalized world.
Integration is a key factor in the modern age and it accommodates within the CLIL educational
approach.
- CLIL models at this age focus mainly on games and play-based activities, that
is on stimulating and having fun, as well as on the doing.
- A ludic approach and model called IMMERSION and involving sounds,
words and structures.
- It is usually difficult to distinguish between CLIL and standard forms of
teaching at this early stage of language learning. This is because the learning
topic is often very authentic.
v Students were asked to put the animals in the order they appeared in the story.
Assessment and Evaluation in CLIL
Dr. Alexandra Santamaría Urbieta !
CLIL: knowledge and principles
v Students are given traffic situations using toy cars, pedestrians and
cyclists. They need to negotiate and find solutions.
v This allows team work among students and teachers, in case we can
work together with a subject teacher.
Assessment and Evaluation in CLIL
Dr. Alexandra Santamaría Urbieta !
CLIL: knowledge and principles
- CLIL can also be used, at this stage, to introduce a second additional language.
- Secondary-level students are also very into new technologies. This is a potential
learning resource which can be exploited.
FORMAT
Length: minimum 1 page – maximum 6 pages.
• First, take the test “How CLIL are you?” and check your
score. Then, explain your results on FORUM I.