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I have just come across this interesting call for papers for an edited volume in Assessment for learning in the CLIL classroom. The editors are Mark deBoer and Dmitri Leontjev. A background to the special issues and details of how to submit are described below.
Content and language integrated learning (CLIL) has a dual focus: simultaneously promoting the content mastery and language acquisition, an amalgam of both subject learning and language learning, flexible and adaptable to many contexts (Coyle, Hood, & Marsh, 2010). This implies that foreign/second language plays a dual role in the CLIL classroom, on the one hand, being the medium of instruction and, on the other hand, the target of it. The efficacy of such instruction for language acquisition has been studied rather extensively, research findings showing the positive impact of CLIL on language acquisition (Marsh & Wolff, 2007) and providing a holistic educational experience for the learner.
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