ASSESSMENT IN CLIL: TEACHERS’ PERSPECTIVE

Le résumé fourni par la source

Over the last two decades in Spain there have been many efforts aimed at implementing of bilingual education and training Primary Education teachers in the methodological approach known as CLIL (Content and Language Integrated Learning). However, assessing children’s progress in CLIL presents many difficulties, due to the varied contexts and also to the difficulty of finding assessment tools that measure both content and linguistic competence from a truly integrated perspective. Given the importance of this issue, this research addresses how the assessment process is carried out in the upper cycle of Primary Education in schools in the Community of Andalusia. It is a mixed method research (quantitate and qualitative) whose main objective is to analyze, through teachers’ opinions, aspects such as the training they have received, their competence in assessment practices and the difficulties they face. In order to collect data, a questionnaire was sent online to Primary schools. The analysis shows that the difficulties presented by teachers are many, but the growing interest in formative assessment in the educational field and specifically in CLIL approach is perceived as a central aspect to carry out an authentic integration of language and content and, through the assessment process, to contribute to the achievement of quality bilingual education.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.