Resumen de Clil evaluation music in english
Verónica Asensio Arjona, Olga González Mediel
The teaching and learning of music in English in educational contexts where the first language is not English, as is the case in Spain, is articulated through CLIL methodology. It is used to learn and teach both content and language at the same level (Coyle, Hood, & Marsh, 2010). Through this methodology, different linguistic structures emerge and are acquired naturally (Wolff, 2011 in Esteve and González Davies, 2016), while achieving the competence objectives in the chosen subject. The CLIL approach can be adapted at all educational levels. It is built by integrating the 4 Cs: content, communication, comprehension and culture. The challenge of this approach is to get students to establish logical learning using a new vehicular language. It is necessary to explicitly relate the objectives of content and the objectives of language. The need to identify learning needs in the vehicular language requires music teachers to also have deep knowledge of the English language and CLIL methodology, otherwise it requires a close collaboration between Music teachers and language teachers. (Coyle, Hood, & Marsh, 2010). To be able to work and then to evaluate Music in English with CLIL methodology, it is imperative to know students’ levels of both English and Music in advance and to adapt contents, especially since levels may diverge greatly from what is foreseen in the normative curriculum. Thus, the material used for training and evaluation activities must, in most cases, be elaborated for each school or group of students. In our case, the examples presented refer to higher primary-cycle evaluation tests, and prior knowledge of the groups and orientations by Mcgraw-Hill publishers were taken into consideration. Examples are presented to evaluate both Music contents and English language at the same time as well as examples to evaluate CLIL project work
