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Evaluating Perceptions towards the Consequential Validity of Integrated Language Proficiency Assessment
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In: Languages; Volume 7; Issue 1; Pages: 65 (2022)
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МЕТОДЫ КОНТРОЛЯ ЗНАНИЙ ПО ИНСТРАННОМУ ЯЗЫКУ У СТУДЕНТОВ, ОБУЧАЮЩИХСЯ ПО МЕТОДИКЕ CLIL ... : METHODS OF FOREIGN LANGUAGE PERFORMANCE ASSESSMENT IN STUDENTS PARTICIPATING IN CLIL ...
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| 3 |
The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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The Impact of input task characteristics on performance on an integrated listening-Into-writing EAP assessment
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| 5 |
Integration of Task-based Language Assessment into Young Learner Classrooms
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In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 3, Pp 403-422 (2019) (2019)
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Some evidence of the development of L2 reading-into-writing skills at three levels
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Developing rubrics to assess the reading-into-writing skills: a case study
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Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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Towards implementing CLIL (Content and Language Integrated Learning) at CBS (Tunja, Colombia)
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In: Colombian Applied Linguistics Journal, Vol 16, Iss 2, Pp 151-160 (2014) (2014)
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Abstract:
Lately, the use of CLIL in classrooms has been expanding due to the interest in educating bilingual children. In Colombia, this approach is becoming known and is being applied in many schools, mainly bilingual. This article presents a case study research that sought to investigate how CLIL is applied at Country Bilingual School to contribute to the bilingual education offered to these students. The study was supported by the latest theoretical constructs about CLIL from representative authors such as Coyle, Hood and Marsh (2010), among others. The data consisted of six videotaped classes from fifth grade, a class observation form, a students’ questionnaire, an informal interview, a teacher’s journal and other documents, such as the Teacher’s lesson plans. The results were qualitatively and quantitatively analyzed using Seliger and Shohamy (1990) techniques. The study revealed that, although the observed classes meet most of the standards of a good class in terms of language teaching methodology, there are many aspects that need to be considered and applied in order to use CLIL effectively.
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Keyword:
4Cs; Additional language; Assessment in CLIL; bilingual education; CLIL matrix; Content Language Integrated Learning; for and through learning; Language of; P1-1091; Philology. Linguistics; teaching through content
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URL: https://doi.org/10.14483/udistrital.jour.calj.2014.2.a02
https://doaj.org/article/a3b3204e4345453f8e596b91efdea3c4
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| 10 |
Harnessing the power of students' out-of-school interests and knowledge : integrating popular culture in a 6th grade English language arts curriculum
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