Formative assessment in the Kazakhstani Upper Secondary School Content and Language Integrated Learning Classrooms: A Mixed Methods Case Study

Content and Language Integrated Learning (CLIL) is an instructional approach that intertwines language and subject content, fostering language acquisition while teaching subjects through an additional language. This study explores the implementation of formative assessment in Kazakhstani upper secondary CLIL classrooms. The study utilises a sequential explanatory mixed methods case study, employing semi-structured interviews, online surveys, evaluation questionnaires, and video-recorded lesson observations for data collection.
The findings reveal that teachers recognise the value of integrating content and language learning, highlighting CLIL’s effectiveness in fostering integrated learning experiences. The participants prioritise teaching subject-specific vocabulary and language,
emphasising communicative competence, the strategic use of scaffolding and translanguaging. CLIL educators understand the purpose of formative assessment and its role in fostering student learning. They value feedback and active student involvement in the assessment process. In their pedagogical practice, teachers employ formative assessment strategies such as sharing language objectives, eliciting evidence of learning, and providing feedback. However, there is variability in prioritising these objectives, indicating a need for more consistent integration of language objectives within CLIL pedagogy. Teachers encounter challenges in planning formative assessment tasks, providing feedback to students with varying levels of English proficiency, and managing time constraints.
The research contributes to the theoretical understanding of CLIL pedagogy, offers practical implications for practitioners, and provides guidance for policymakers, enriching the discourse on bilingual education. The study also underscores the need for targeted professional development initiatives and supportive policies to enhance formative assessment practices in CLIL settings.