Academic Culture as Content: Self-Assessment in the CLIL Classroom in the International Liberal Arts University
Self-assessment in CLIL can either have a summative or a formative function, that is, an opportunity to learn. It is the process (not the product) of learning. Rather than emphasising grades, assessment for learning (AfL) culture emphasises providing dire
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ssessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms Approaches and Conceptualisations
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms
Mark deBoer • Dmitri Leontjev Editors
Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms Approaches and Conceptualisations
Editors Mark deBoer English for Academic Purposes Akita International University Akita, Japan
Dmitri Leontjev Department of Language and Communication Studies University of Jyväskylä Jyväskylä, Finland
ISBN 978-3-030-54127-9 ISBN 978-3-030-54128-6 (eBook) https://doi.org/10.1007/978-3-030-54128-6 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG. The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
To Shuku and Anna
Foreword
Effectively used, formative assessment stimulates, amplifies, accelerates, and importantly deepens learning. In fact, deep learning is dependent on robust systems of assessment, in particular the ongoing thoughtful use of formative assessment (Fullan et al. 2018). Not using assessment in a knowledgeable and thoughtful manner as a tool for supporting learning is not a defensible option. Hence, Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations is a welcome contribution to the discourse on classroom-based assessment in CLIL contexts. It will help frame conversations about assessment in CLIL whilst also offering practical ideas for using assessment to support the learning of both content and language. Importantly, it also guides readers to diverse national and international resources. Much as assessment can be a powerful and positive driver of learn
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