Assessments in CLIL: The Interplay between Cognitive and Linguistic Demands and Their Progression in Secondary Education

Autor/inn/en	Lo, Yuen Yi; Fung, Daniel
Titel	Assessments in CLIL: The Interplay between Cognitive and Linguistic Demands and Their Progression in Secondary Education
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 10, S.1192-1210 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lo, Yuen Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1436519
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Secondary Education; College Entrance Examinations; Student Evaluation; Formative Evaluation; Summative Evaluation; Performance Based Assessment; Cognitive Processes; Difficulty Level; Language Proficiency; Academic Language; Secondary School Science; Textbooks; Content and Language Integrated Learning; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Sekundarbereich; Aufnahmeprüfung; Schulnote; Studentische Bewertung; Leistungsermittlung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Language skill; Language skills; Sprachkompetenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Textbook; Text book; Schulbuch; Lehrbuch; CLIL; Lernkonzept; Hongkong
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01