Key Issues for Content Language Integrated Learning (CLIL) Classroom Assessment

Key Issues for Content Language Integrated Learning (CLIL) Classroom Assessment

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  • Create Date August 2, 2018
  • Last Updated August 2, 2018

Key Issues for Content Language Integrated Learning (CLIL) Classroom Assessment

As English became the medium for communication among Asian Countries, Thailand Ministry of Education launched the policy of using English language in classroom. Khon Kaen University then provided Professional Development (PD) Program on CLIL to teaching staff. The purpose of this study was to compare the Key Issues for CLIL Classroom Assessment between Theory and Practice at university level. The twenty five informants were selected from CLIL PD program attendants. After reviewing the CLIL Theory and analyzing the informants’, course syllabus, some interesting courses were selected for interviewing. It was found that among four CLIL models, most informants applied the Integrating language and recycling/deepening content and Integrating language and new content to their classes. Most learning outcomes focused on content rather than language and learning skills. The assessment of learning focused on students’, performance and students’, higher order thinking according to Task-based Instruction. One of the students’, difficulties in learning was the classroom communication language so word clue was used to support the students’, learning. In conclusion, theory and practice of CLIL classroom assessment was similar.Key words: Content and Language Integrated Learning (CLIL), Classroom Assessment, Classroom Activities

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