Abstract
Based on the insights that emerged in the chapters to this volume, in this chapter, we revisit the following: (a) relationship between teaching, learning, and assessment in the classroom-based assessment cycle (Davison 2008) and (b) integration in assessment in CLIL (Leung and Morton 2016). Two guiding questions will mediate our discussion: What is assessment promoting learning in CLIL? and How can assessment promoting learning in CLIL help to conceptualise assessment promoting learning in general?
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Anderson, L. W., Krathwohl, D. R., & Airasian, P. W. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Pearson.
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press.
Banegas, D. L. (2013 Doctoral Dissertation). Teachers developing language-driven CLIL through collaborative action research in Argentina. Coventry: University of Warwick.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Davison, C. (2008, March). Assessment for learning: Building inquiry-oriented assessment communities. Paper presented at 42nd Annual TESOL Convention and Exhibit, New York.
Davison, C., & Leung, C. (2009). Current issues in English language teacher-based assessment. TESOL Quarterly, 43(3), 393–415. https://doi.org/10.1002/j.1545-7249.2009.tb00242.x.
Finnish National Board of Education (FNBE). (2014). Perusopetuksen opetussuunnitelman perusteet 2014 [National Core Curriculum of Basic Education 2014]. Retrieved March 23, 2020 from http://www.oph.fi/download/163777_perusopetuksen_opetussuunnitelman_perusteet_2014.pdf.
Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms: Promoting content and language learning: Definitions and contexts. Thousand Oaks: Corwin.
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. New York, NY: Routledge.
Leontjev, D., & deBoer, M. (2018, October 20). Symposium: Assessment for learning in CLIL. Conceptualisations and practical applications. Tokai University, Japan.
Leung, C., & Morton, T. (2016). Conclusion: Language competence, learning and pedagogy in CLIL – Deepening and broadening integration. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 235–248). Bristol/Buffalo: Multilingual Matters.
Lin, A. M. Y. (2016). Language across the curriculum & CLIL in English as an additional language (EAL) contexts: Theory and practice. Singapore: Springer.
Lo, Y. Y. (2019). Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help? International Journal of Bilingual Education and Bilingualism, 22(7), 818–832. https://doi.org/10.1080/13670050.2017.1318821.
Mehisto, P., & Ting, T. Y. L. (2017). CLIL essentials for secondary school teachers. Cambridge, UK: Cambridge University Press.
Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.). (2016a). Conceptualising integration in CLIL and multilingual education. Bristol/Buffalo: Multilingual Matters.
Nikula, T., Dalton-Puffer, C., Llinares, A., & Lorenzo, F. (2016b). More than content and language: The complexity of integration in CLIL and bilingual education. In T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp. 1–25). Bristol/Buffalo: Multilingual Matters.
Poehner, M. E., & Infante, P. (2015). Mediated development: Inter-psychological activity for L2 education. Language and Sociocultural Theory, 2(2), 161–183. https://doi.org/10.1558/lst.v2i2.26982.
Turner, C. E., & Purpura, J. E. (2016). Learning-oriented assessment in second a foreign language classrooms. In D. Tsagari & J. Banerjee (Eds.), Handbook of second language assessment (pp. 255–273). Berlin: Walter de Gruyter Inc.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners. San Francisco: WestEd.
Wewer, T. (2014). Assessment of young learners’ English proficiency in bilingual content instruction CLIL (Doctoral dissertation). University of Turku. http://urn.fi/URN:ISBN:978-951-29-5754-5. Accessed 12 May 2018.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. United States of America: Learning Sciences International.
Zappa-Hollman, S. (2018). Collaborations between language and content university instructors: Factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism, 21(5), 591–606. https://doi.org/10.1080/13670050.2018.1491946.
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5–12. San Francisco: Jossey-Bass.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this chapter
Cite this chapter
deBoer, M., Leontjev, D. (2020). Conclusion: Dialectics in CLIL Classrooms. In: deBoer, M., Leontjev, D. (eds) Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms. Springer, Cham. https://doi.org/10.1007/978-3-030-54128-6_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-54128-6_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-54127-9
Online ISBN: 978-3-030-54128-6
eBook Packages: EducationEducation (R0)