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.

A new e-journal on bilingual education

Teachers and researchers are working hand in hand to get more knowledge about what bilingual education is and what it implies in education. One of the outcomes of this joint efforts is this e-journal edited by Manuel F. Lara, and supported by a good and renowned number of experts of the field. Good luck with this interesting publication. It can be fully accessed at: http://practicaseneducacion.org/