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
