Assessments in CLIL
The interplay between cognitive and linguistic demands and their progression in secondary education
Bibliographic Data
| ID | 21272346 |
|---|---|
| Authors | Yuen Yi Lo (0000-0002-0850-5447, Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong, corresponding author), Daniel Fung (0000-0001-7005-5697, Chinese University of Hong Kong) |
| Year | 2018 |
| Volume | 23 |
| Issue | 10 |
| Pages | 1192-1210 |
| Publication date | 2018-03-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Bilingual Education and Bilingualism (JOURNAL) |
| Journal identifiers | ISSN: 1367-0050 • E-ISSN: 1747-7522 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/13670050.2018.1436519 |
| OpenAlex | W2790905456 |
| Language | EN |
| Citations received | 19 |
| References cited | 27 |
In Content and Language Integrated Learning (CLIL) programmes, students learn content knowledge and a second/foreign language (L2) simultaneously. It follows that both content and language are assessed, although research on how to do so remains scarce. This study explores the interplay between cognitive and linguistic demands of CLIL assessments. Having analysed over 4900 questions in Science/Biology textbooks, workbooks and examination papers in Hong Kong, we observed that junior secondary assessments were dominated by low-level cognitive (i.e. recall of knowledge) and linguistic (i.e. no production or word-level production) demands, whereas senior secondary assessments required higher-order thinking skills (i.e. application and analysis of knowledge) expressed in sentences or even texts. Also, based on the analysis of 70 junior secondary students’ performance in school examination papers, we noticed a potential hindrance of linguistic demands to students’ performance in CLIL assessments. These findings together underscore the integral role of language in CLIL assessments and raise questions about the adequacy of existing pedagogical practices in preparing students to tackle both cognitive and linguistic demands in CLIL assessments, particularly when they proceed to higher grade levels where the demands in both dimensions leap. These have significant implications for CLIL assessment design, pedagogy and teacher education
Bilingual education · Cognition · Cognitive psychology · Content and language integrated learning · Foreign language · Linguistics · Mathematics education · Pedagogy · Recall · Psychology · Second Language Learning and Teaching
Assessing bilingual historical narratives
Talk, tech, and transformation
From coffee beans to global systems
Whose responsibility? Saudi university EMI content teachers’ language-related assessment practices and beliefs
More than words
Unlocking CLIL success
Defining language goals in EMI
Developing the CLIL teacher assessment literacy inventory
Development of L2 disciplinary literacy
Dispelling the monolingual myth
Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes
Multimodality for/as learning in soft CLIL
Multimodality in CLIL assessment
Assessing content knowledge through L2
What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers
Transition or enrichment? Form-focused language scaffolding strategies across Dutch secondary bilingual education classes and Dutch reception classes
Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program
Using visual scaffolding to enhance the comprehensibility of English materials in science education
Students’ self-regulatory processes in content and language integrated learning
Clil
The Language of Schooling
Immersion and CLIL in English
A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong
Does Washback Exist?
Critical Analysis of CLIL
"You Can Stand Under My Umbrella"
Genre-based curricula
CLIL research in Europe
Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands
The language used to perform cognitive operations during full- immersion maths tasks
Language use, and language policy and planning in Hong Kong
Voices Without Words
Multilevel Causal Ordering of Academic Self-Concept and Achievement
A Revision of Bloom's Taxonomy
| Unique citing works | 19 |
|---|---|
| Citations per year | 4,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |