Language Assessment Pattern for Primary Education in the Content and Language Integrated Learning (CLIL) Classroom Context

Rohmah, Ima Isnaini Taufiqur and Saleh, Mursid and Faridi, Abdurrachman and Fitriati, Sri Wuli (2019) Language Assessment Pattern for Primary Education in the Content and Language Integrated Learning (CLIL) Classroom Context. ASIAN EFL JOURNAL, 21 (2.2). pp. 101-123. ISSN 1738-1460

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Abstract

Abstract The implementation of content and language integrated learning (CLIL) in primary education classrooms context in Indonesia is rarely investigated. This is due to only a few primary schools in Indonesia, especially those which adapt the international class program (ICP) implement CLIL in their teaching and learning process. Language assessment in CLIL is crucial because of its ‘wash-back’ effect on learning. In the Indonesian context, EFL assessment practices employed by CLIL teachers were varied one and another. This study aimed at investigating the current practices of CLIL assessment pattern applied by the teachers. This study, then, will lead to the new synthesis of language assessment pattern used in CLIL classroom context. This study employed a multiple case study design in order to get a comprehensive result dealing with the objective of the study since the research site was in three different places. This study involved CLIL teachers of Mathematics and Science in the international class program (ICP) of Islamic Primary Schools in three different regencies in East Java, Indonesia. The data were collected through observation, interview, questionnaire, and documents review, syllabus and lesson plan. The yielded data were analyzed descriptively following the steps of Creswell's (2012) qualitative data analysis. The findings show that the traditional methods of assessment such as oral exams following ‘IRF’ (initiation-response-follow-up) pattern (Dalton-Puffer, 2005), and questions (teacher-led instruction) were implemented during the implementation of CLIL. The components of the 102 assessment include in-class participation, oral exams, presentations, and written exams. However, those traditional methods of assessment do not do CLIL students’ achievement justice. These findings might have implication to the development of alternative instruments that can be used to assess EFL in the CLIL classroom context of primary education more comprehensively. Keywords: CLIL, ICP, multiple case study, language assessment, primary education

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