Current Practice and Challenges of Assessment in CLIL in a Japanese University Context

Abstract

Since CLIL is an educational approach that aims to develop both content knowledge and language proficiency, classroom-based assessment needs to tap into both elements. The recent literature on language testing addresses the importance of assessing the content of language performance, and also outlines theory for dual-focused assessment, or assessment of language and content. However, on a practical level, little is known about how the theory has been realised in actual educational contexts. This chapter discusses CLIL practitioners’ approaches to assessing productive language performance and learners’ perception of being evaluated on language and content, based on empirical research conducted in a Japanese private university.