ISBN: 9781032760513 - assessment in content and language integrated learning: complexities, principles and practices (routledge series in language and content integrated teaching & plurilingual education) (15 resultados)

Paperback. Condición: New. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students' academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students' content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers' professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers' assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.…

Paperback. Condición: New. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students' academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students' content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers' professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers' assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.…

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Paperback. Condición: Brand New. 214 pages. 6.14x0.48x9.21 inches. In Stock.

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Taschenbuch. Condición: Neu. Neuware - This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students' academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students' content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers' professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers' assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.…

Condición: New. Yuen Yi Lo is Professor at the Language and Literacy Education Unit (LALE), Faculty of Education, The University of Hong Kong, Hong Kong, China.This volume raises some crucial questions related to assessment in content and language inte.

Paperback. Condición: New. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students' academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students' content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers' professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers' assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.…

Taschenbuch. Condición: Neu. Assessment in Content and Language Integrated Learning | Complexities, Principles and Practices | Yuen Yi Lo | Taschenbuch | Routledge Series in Language and Content Integrated Teaching & Plurilingual Education | Einband - flex.(Paperback) | Englisch | 2026 | Taylor & Francis Ltd | EAN 9781032760513 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu. …

Paperback. Condición: New. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students' academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students' content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers' professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers' assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice.…

Paperback. Condición: new. Paperback. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. …

PAP. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condición: new. Paperback. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability. …

Paperback. Condición: new. Paperback. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education.With concerns being raised over the validity and fairness of CLIL assessment due to the mediating role of additional language (L2) in students academic achievement, the author addresses three inter-related assessment questions, namely what to assess (students content and/or L2 development), how to assess (assessment strategies that allow students to better demonstrate their learning outcomes), and how to follow up after assessment. The book contributes to CLIL teachers professional knowledge by offering strategies to improve assessment practices, including designing assessment questions with different levels of cognitive, linguistic and multimodal demands, adopting alternative assessment strategies, and making good use of assessment data to inform teaching and learning.Serving as a call for more attention and support for CLIL teachers assessment literacy and practices, this book will be a useful resource for academics, teacher educators, and teachers interested in bilingual education programmes, assessment and testing as well as educational policy and practice. This volume raises some crucial questions related to assessment in content and language integrated learning (CLIL), with theoretical frameworks and empirical evidence from years of research in the fields of educational assessment, content and language education, applied linguistics and teacher education. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability. …