Measuring the impact of CLIL on language skills: a CEFRbased approach for Higher Education
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Title
Measuring the impact of CLIL on language skills: a CEFRbased approach for Higher EducationAuthor (s)
Date
2014ISSN
1989-7103Bibliographic citation
Jiménez-Muñoz, A.J. 2014. “Measuring the impact of CLIL on language skills: a CEFR-based approach for Higher Education”. Language Value 6 (1), 28-50. Jaume I University ePress: Castelló, Spain. http://www.e-revistes.uji.es/languagevalue. DOI: http://dx.doi.org/10.6035/LanguageV.2014.6.4 ISSN 1989-7103Type
info:eu-repo/semantics/articleSubject
Abstract
Advocates of CLIL (Content and Language Integrated Learning) have extolled the virtues of this
approach to fostering both content and language alike. However, the generalised and varied
implementation of EMI (English ... [+]
Advocates of CLIL (Content and Language Integrated Learning) have extolled the virtues of this
approach to fostering both content and language alike. However, the generalised and varied
implementation of EMI (English as a Medium of Instruction) in universities worldwide has led many
lecturers to question these claims. This paper presents a CEFR (Common European Framework)-based
model for measuring the impact of EMI at the tertiary level, the aim being to provide further evidence of
the progress made in language-learning in modules taught in a foreign language. Using questionnaires
based on the revised and refined CEFR descriptors from EAQUALS (Evaluation and Accreditation of
Quality in Language Services), students answer an initial self-assessment survey about their background
and language skills, which is controlled by a final questionnaire targeting their perceived progress
throughout their instruction. Designed from the ground up with the CEFR as a backdrop, this method can
be easily tallied with objective assessment to uncover data about students’ linguistic performance in CLIL
contexts. [-]
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Language Value, Volume 6, Number 1Rights
info:eu-repo/semantics/openAccess
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