Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/10
comunitat-uji-handle2:10234/158177
comunitat-uji-handle3:10234/28245
comunitat-uji-handle4:10234/201298
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Título
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and ConceptualisationsAutoría
Fecha de publicación
2022Editor
Universitat Jaume I. Departament d'Estudis AnglesosISSN
1989-7103Cita bibliográfica
Ciel Hu, H. (2022). Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations. Language Value, 15(2), 112-117. https://doi.org/10.6035/languagev.6618Tipo de documento
info:eu-repo/semantics/reviewVersión de la editorial
https://www.e-revistes.uji.es/index.php/languagevalue/article/view/6618Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
CLIL | assessment | assessment for learning | learning-oriented assessment | multilingual education | AICLE | evaluación | evaluación para el aprendizaje | evaluación orientada al aprendizaje | educación multilingüe | TILC | avaluació | avaluació per a l'aprenentatge | avaluació orientada a l'aprenentatge | educació multilingüe
Resumen
It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety ... [+]
It is not surprising that as we come upon the thirtieth anniversary of the birth of Content and Language Integrated Learning (CLIL), this young pedagogical approach is still a complicated phenomenon, with a wide variety of issues in every aspect of education remaining to be addressed. CLIL assessment is one of them. Although over a decade has passed since Coyle et al. (2010) necessitated an explicit understanding of the assessment process in CLIL, “the variety and depth of issues that remain on the CLIL agenda suggest more research on CLIL assessment is indeed needed before future research can offer clear and workable solutions for both teachers and students” (De Angelis, 2021, p. 32). To this end, the book entitled Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a timely response, both in scope and usefulness. It is a successful compilation of papers, which link various theoretical perspectives with different research paradigms and feature the discussion of classroom assessment aimed at improving the quality standard of education. The value of this volume is undeniable, and both researchers and educators can benefit from it, with a dialectical relationship established between research and classroom practices. [-]
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Language Value, 2022, vol.15, no 2Derechos de acceso
info:eu-repo/semantics/openAccess