Innovations and Challenges in CLIL Program Evaluation
Bibliographic Data
| ID | 4789403 |
|---|---|
| Authors | Nina Karen Lancaster (0000-0001-6408-634X, Nina Karen Lancaster is at the Univeristy of Jaén., corresponding author) |
| Year | 2018 |
| Volume | 57 |
| Issue | 3 |
| Pages | 250-257 |
| Publication date | 2018-07-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2018.1484034 |
| OpenAlex | W2808854077 |
| Language | EN |
| Citations received | 1 |
| References cited | 19 |
Content and Language Integrated Learning (CLIL) has had such an exponential and rapid uptake across Europe that the adequacy of its grassroots implementation in certain contexts has sometimes been called into question. Concerns for a rough-and-ready realisation of CLIL due to insufficient teacher training, theoretical grounding, and practical orientation have been voiced. Considering that CLIL schemes have been running for a full decade in most monolingual areas or for two (or more) in certain bilingual ones, it is the perfect time to stop and do some much-needed stocktaking into the strengths, weaknesses, opportunities, and threats of these programs. This article will explore how program evaluation has been approached and carried out and will identify common trends in the chief assets and pitfalls of CLIL programs, pinpointing those areas of successful practice on which we should continue to capitalise and those challenges which still need to be addressed. Practical orientations will be derived from this overview of program evaluation pertaining to aspects such as methodology, materials and resources, assessment, or coordination
Bilingual education · Grassroots · Pedagogy · Political science · Realisation · Sociology · Strengths and weaknesses · Computer Science · Magnetic Properties and Applications · Psychology · Second Language Learning and Teaching
Clil
English achievement and student motivation in CLIL and EFL settings
The Effects of Content and Language Integrated Learning in European Education
CLIL students' perceptions of their language learning process
Curricular models of CLIL education in Poland
CLIL research in Europe
Content and Language Integrated Learning
Stakeholder Perspectives
Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |