Integrating Assessment in a CLIL-Based Approach for Second-Year University Students

Autor/inn/en	De la Barra, Erika; Veloso, Sylvia; Maluenda, Lorena
Titel	Integrating Assessment in a CLIL-Based Approach for Second-Year University Students
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 20 (2018) 2, S.111-126 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Intervention; Oral Language; Second Language Learning; Second Language Instruction; Teaching Methods; Student Attitudes; Metalinguistics; Course Content; Scoring Rubrics; Student Evaluation; Interdisciplinary Approach; English (Second Language); College Students; Action Research; Foreign Countries; Pragmatics; Language Proficiency; Questionnaires; Interviews; Language Tests; Mixed Methods Research; Chile + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Metalanguage; Metasprache; Kursprogramm; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Projektforschung; Ausland; Pragmalinguistik; Language skill; Language skills; Sprachkompetenz; Fragebogen; Interviewing; Interviewtechnik; Language test; Sprachtest
Abstract	This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (CLIL) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative and qualitative sources to evaluate students' oral production and linguistic awareness, and to gather information on students' opinions concerning the intervention. The findings suggest that the implementation of the instruments was successful in terms of raising students' language awareness in oral production and provided us with valuable insights regarding their perceptions of a new sort of assessment as part of their learning process. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01