Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms:: Approaches and Conceptualisations

• Hengzhi Ciel Hu ^[1]
  1. [1] National University of Malaysia

     National University of Malaysia

     Malasia

     
• Localización: Language Value, ISSN-e 1989-7103, Vol. 15, Vol. 2, 2022, págs. 112-117
• Idioma: inglés

• Es reseña de:

  • Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms:: Approaches and Conceptualisations

    Mark deBoer, Dmitri Leontjev

    Springer Cham, 2021

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• 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 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.