Deeper learning and assessment in drama-based CLIL learning – A conceptual framework

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

This article draws on a European collaborative initiative between four countries involved in the Erasmus+ project Playing beyond CLIL (PbC, 2018–2021). In the following, we propose a conceptual framework for dynamic assessment in CLIL classrooms. Building our framework on a pluriliteracies approach to deeper learning (PTDL; Meyer, Coyle, Halbach, Schuck & Ting, 2015) merged with peda- gogies of drama-based learning, we argue that dynamic assessment needs to be conceptually and pedagogically congruent with the fundamental principles and aims of both approaches. The PbC Framework for Assessment is the outcome of our collaborative work in the PbC project. The key issues this proposal raises are addressed and discussed.
Original languageEnglish
Article number7
Pages (from-to)124-139
Number of pages16
JournalLanguage Education and Multilingualism – The Langscape Journal
Volume5
Issue number1
DOIs
Publication statusPublished - 11 Nov 2022

Keywords / Materials (for Non-textual outputs)

  • CLIL
  • drama-based learning
  • dynamic assessment
  • pluriliteracies

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