Foreword
Table of Contents
List of Contributors
Introduction to the Volume; Mark de Boer and Dmitri Leontjev
PART 1: Conceptualizing CLIL assessment
1. Assessment of Young Learners' English Language Proficiency in Bilingual CLIL Education in Finland as a Foreign Language; Taina Wewer
2. CLIL from the Outset; Barbel Kuhn
3. Achieving in Content Through Language: Towards a CEFR Descriptor Scale for Academic Language Proficiency; Stuart Shaw
4. CEFR, CLIL, LOA and TBLT - Synergizing Goals, Methods and Assessment to Optimise Active Student Learning; Claudia Kunschak
5. Assessing (for) Understanding in the CLIL Classroom; Dmitri Leontjev, K. Skinnari and Teppo Jakonen
6. Assessment in CLIL; Four Principles of Using Discussion Boards as a Formative Assessment at Advanced Level Business Russian at Regent's University London; Olga Helly
7. Learner-learner Interactionist Dynamic Assessment Instances in CLIL; Mark deBoer
PART 2: Practical Applications
8. Does AfL Promote Discussion-based Learning in CLIL Classrooms? Exploring AfL Techniques and Their Effect on Student Communication; Rachel Basse, Irene Pascual Peña
9. Academic Culture as Content: Self-assessment in the CLIL Classroom in the International Liberal Arts University; Chris Carl Hale and Alexander Nanni 10. Learning-oriented Task-based Language Assessment to Promote Self-efficacy, Learner Autonomy, and Thinking Skills; Naoyuki Naganuma
11. Assessing Formatively in CLIL-oriented Junior High EFL lessons in Japan; Hidetoshi Saito
12. Learning-oriented CLIL Assessment: The Case of Japanese High School Baseball Players Learning English; Yoshinori Watanabe
13. Assessment for Learning in EBE/CLIL: A Learning-oriented Approach to Assessing English Language Skills and Curriculum Content at Early Primary Level; Ana Xavier
14. Conclusion: Further Explorations beyond this Volume; Mark de Boer and Dmitri Leontjev
Glossary
About the Author: Mark deBoer is a Ph.D. candidate of the University of Birmingham, UK. and a lecturer in the EAP Department at Akita International University. His areas of expertise include syllabus development, CLIL, and flipped classroom teaching and learning. His research interests lie in exploring how knowledge is co-constructed in a learner-centred classroom and learner-learner mediation.
Dr. Leontjev is a postdoctoral researcher at the Department of Language and Communication Studies, University of Jyväskylä. His areas of expertise include dynamic assessment and feedback in the language classroom. His recent research interest lies in exploring how knowledge is co-constructed in classroom interaction.