Assessment in CLIL

Assessment is a great challenge in CLIL. If language is truly integrated, why should it be assessed separately? From my point of view, there isn’t any reason for that. However, problems with language can interfere in students’ learning progress. How can teachers skip this reality?

Teachers lecturing bilingual subjects should take into account two things:

1) It is clear that the language that should be assessed is the one that is attached to the content seen. Assessing more than what is being taught is not our objective and it can be counterproductive.

2) Language should be assessed from a “assessment for learning” point of view. That is, teacher should prevent language from being an obstacle to learning, and, therefore, should make sure that language is not being a barrier for students.

3) Close collaboration between the English specialist and the content specialist should be encouraged. Their work together will help students overcome language barriers, learn content, apply knowledge, and develop their thinking skills in a more appropriate way.

Dealing with texts in the bilingual classroom

From 15th to 19th June a group of teachers and teacher trainees have attended a course on how to deal with texts in the bilingual classrooms. The course was held at the Escuela Universitaria Cardenal Cisneros, and it was part of the Summer Courses offered by the Universidad de Alcalá (Madrid). Sponsors were the British Council, and the publishing houses Edelvives and Vicens Vives.

Along these five days we have been sharing ideas, problems, techniques, everyday experiences that have make us come closer to the reality of those who have to teach content through English in Primary Schools. We shared views on topics such as how to deal with Phonics in the classroom, how to work on text types, how to foster creativity in the classroom, etc.

Now it’s our turn to keep on debating on these topics…