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Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 221–235

Assessment for learning in CLIL classroom discourse

The case of metacognitive questions

| Autonomous University of Madrid
| Autonomous University of Madrid

This chapter explores the significance of metacognitive questions in primary CLIL classrooms in which teachers implement Assessment for Learning (AfL), a methodology which requires the teacher to help students assess learning gaps and work toward closing them (Black & Wiliam 1998a, 1998b; Black et al. 2003). We present illustrative data from a study comprising 9 AfL lessons belonging to a larger corpus. These sessions were analyzed qualitatively, focusing on extracts featuring metacognitive questions and how they affected teacher-student interaction. Using examples from the data, we show how metacognitive questions, as essential to an AfL approach, encourage students to reflect upon and verbalize their learning processes. Furthermore, they engage students in peer‑ and self-assessment, which also contributes to the awareness of learning gaps and prompts motivation to fill these gaps.

Article outline
  • Introduction
  • Assessment for Learning and Interaction in CLIL
    • Metacognitive questions in CLIL AfL classrooms
  • Investigating the use of metacognitive questions in AfL CLIL primary classroom discourse
    • Context of the study
    • Methodology
    • Results
  • Discussion and conclusions
  • Notes
  • References
Published online: 16 March 2017
DOI logo
https://doi.org/10.1075/lllt.47.13pas
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Cited by

Cited by 2 other publications

Aikawa, Hiroko, Emi Fukasawa & Chantal Hemmi
2021. The Role of the Essential Question in Eliciting Critical Thinking in CLIL Classes at a Japanese University. In International Perspectives on CLIL [International Perspectives on English Language Teaching, ], ► pp. 107 ff. DOI logo
Dalton-Puffer, Christiane, Julia Hüttner & Ana Llinares
2022. CLIL in the 21st Century. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 182 ff. DOI logo

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