Affiliation:
1. Universidad Complutense de Madrid, Spain
2. University of Alcalá, Spain
Abstract
Content and language integrated learning (hereinafter, CLIL) has consolidated as a competence-based educational approach in which an additional language is used for the learning and teaching of content and language. However, assessment in CLIL is still a controversial topic mainly due to the duality between the content and the language, which makes it difficult to decide on the weight given to the language, and the lack of teacher training in this respect. Other factors which might explain this scarcity of research are the variety of contexts in which CLIL is displayed, the different subjects taught through this approach, and the varied language and educational levels where it is implemented. This chapter has been conceived to be of practical value to classroom teachers, administrators, and teacher educators as it aims to answer the most common questions about assessment in CLIL programs by addressing linguistic and pedagogical challenges.
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