Assessing Students’ Learning of History Content in Spanish CLIL Programmes: A Content and Language Integrated Perspective

This chapter presents an empirical model to assess CLIL students’ learning of historical content and language in an integrated fashion. Drawing on Systemic Functional Linguistics and the framework of Cognitive Discourse Functions (CDFs), this chapter shows how CLIL students express their historical knowledge in English and how this could be assessed using a content- and language-integrated perspective. We apply the proposed model in the form of a rubric to analyse and assess a group of secondary school CLIL students’ written expression of historical knowledge in response to a prompt and compare the results with the historical knowledge shown by these same students in a traditional history test where language does not play such a major role.