Surmont, J., Van de Craen, P., Struys, E., & Somers, T. (2014). Chapter four: Evaluating a CLIL student: Where to find the CLIL advantage. Utrecht Studies in Language & Communication, 28, 55–72. Retrieved from https://search-ebscohost-...
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Surmont, J., Van de Craen, P., Struys, E., & Somers, T. (2014). Chapter four: Evaluating a CLIL student: Where to find the CLIL advantage. Utrecht Studies in Language & Communication, 28, 55–72. Retrieved from https://search-ebscohost- com.ez.unisabana.edu.co/login.aspx? direct=true&AuthType=ip&db=cms&AN=134921111&lang=es&site=eds- live&scope=site Chapter four Evaluating a CLIL student: Where to find the CLIL advantage Jill Surmont, Piet Van de Craen, Esli Struys and Thomas Somers Vrije Universiteit Brussel In this paper, the authors show that evaluating a CLIL student should not stop at evaluating language competence. CLIL approaches the natural way of learning, as it provides both implicit and explicit learning – which is often not the case in traditional education – and therefore it creates cognitive advantages that traditionally schooled peers do not have. The authors prove that these cognitive advantages can be noted in courses like mathematics and that it is very likely that the
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