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La méthodologie CLIL-EMILE dans les classes d'histoire en Italie : évaluation, autoévaluation et co-évaluation entre pairs

Abstract : The purpose of our research is to study whether formative evaluation in oral performances, can be effective to the CLIL methodology when teaching History through French. This acronym refers to any learning situation that involves the integration of subject content and a foreign language as a vector. In Italy, as in most countries, CLIL courses are provided by subject teachers for whom it is not always easy to properly manage language issues. In fact CLIL represents a challenge from several points of view, but it is the oral evaluation/assessment that implies the most difficulties, in particular with regard to the language.The results of our investigation corroborate this fact and often underline the complexity of the CLIL assessment due to the double target of language and content. So how do we solve this problem? How can assessment be made less complicated for teachers and more useful so that students can become aware of their mistakes? What are the most appropriate assessment approaches for this methodology? Are there any instruments that could be useful to teachers and students?We led a two-phase survey in the CLIL Institutional History classes, where the teacher had attended the CLIL courses organized by the Ministry of Education, University and Research. Our survey was carried out in two phases and through online questionnaires addressed to both learners and their teachers. In the first phase we proposed a questionnaire on CLIL and on oral assessment. After that, we created assessment, self- and peer assessment rubrics, which participants used for several months when assessing on oral performances. Through the second-phase questionnaires we wanted to collect data, specifically on the effects of the using the rubrics. Through our research we thus want to determine whether the typical approaches of formative evaluation are relevant to the requirements of CLIL methodology, to suggest ways to reduce the complexity of oral assessment and help learners to improve their communicative skills.
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Sandra Apostolo. La méthodologie CLIL-EMILE dans les classes d'histoire en Italie : évaluation, autoévaluation et co-évaluation entre pairs. Linguistique. Université Côte d'Azur; Università degli studi (Gênes, Italie), 2019. Français. ⟨NNT : 2019AZUR2025⟩. ⟨tel-02495786⟩

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