This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students’ academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students’ content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers’ professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers’ assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.

This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students’ academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students’ content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers’ professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers’ assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.

This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.

This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students’ academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students’ content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers’ professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers’ assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.

This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students’ academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students’ content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers’ professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers’ assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.

This book investigates how teacher educators can facilitate the professional development of Content and Language Integrated Learning teachers, and discusses the effectiveness of such efforts and factors affecting it. It proposes theoretical models of professional development for Content and Language Integrated Learning teachers, documents empirical evidence showing the effectiveness of the models, and sheds lights on the various methodological approaches for research in the field.