Towards an Understanding of CLIL in a European Context: Main Assessment Tools and the Role of Language in Content Subjects.
Resumen
La educación bilingüe supone una integración curricular además de una verdadera innovación metodológica. Sin embargo, cuando observamos la realidad de los diversos contextos CLIL, comprobamos que, a menudo, estas nuevas metodologías no se han incorporado al ámbito de la evaluación. En este artículo se ofrece un panorama global de las prácticas de evaluación en el contexto del Plan Bilingüe de la Comunidad de Madrid, en España. En concreto, a partir de las respuestas de dos focus groups comparados con las respuestas de los profesores a un cuestionario anterior, el estudio analiza los principales instrumentos de evaluación que los profesores de contenido encuentran en dichos contextos y el papel que la lengua desempeña en el aprendizaje de asignaturas de contenido. Los hallazgos de la investigación aportan datos relevantes relacionados con la formación del profesorado de centros bilingües y la ausencia de evaluación formativa en el contexto del estudio. Así, se observa que el examen escrito prevalece como el instrumento de evaluación más frecuente y que, además, el nivel lingüístico de los alumnos se tiene en cuenta a la hora de calificar la asignatura. A partir de estos resultados se formulan una serie de recomendaciones para el profesorado de las Secciones Bilingües de la Comunidad de Madrid.
Palabras clave
CLIL, evaluación, focus groups, Programa Bilingüe de la Comunidad de Madrid.Citas
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Derechos de autor 2019 Ana Otto; José Luis Estrada

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