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Article published In:
Teaching, Learning and Scaffolding in CLIL Science Classrooms
Edited by Yuen Yi Lo and Angel M.Y. Lin
[Journal of Immersion and Content-Based Language Education 7:2] 2019
► pp. 289–314

Scaffolding for cognitive and linguistic challenges in CLIL science assessments

| The University of Hong Kong
| The University of Alberta
| The University of Hong Kong

In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher’s instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education.

Keywords: bilingual education, Content and Language Integrated Learning (CLIL), instruction, assessment
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Alignment among objectives, instruction and assessments in CLIL
    • 2.2CLIL objectives and teachers’ instruction
    • 2.3CLIL objectives and assessment
    • 2.4CLIL assessment and teachers’ instruction
  • 3.Methodology
    • 3.1Overall research design
    • 3.2Research context and participants
    • 3.3Data collection
      • 3.3.1Lesson observations
      • 3.3.2Collection of assessment tasks
      • 3.3.3Semi-structured interviews
    • 3.4Data analysis
  • 4.Results
    • 4.1Objectives
    • 4.2Instruction
    • 4.3Assessment practices
      • Miss A
      • Miss B
  • 5.Discussion and conclusions
  • Acknowledgements
  • Note
  • References
Published online: 25 September 2019
DOI logo
https://doi.org/10.1075/jicb.18028.lo
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