Assessment issues in CLIL and the Polish perspective

Agnieszka Borowiak

doi:10.25312/j.9494

Nr 1/22 (2025)

Artykuły

Ocenianie w klasie dwujęzycznej a polska perspektywa

Agnieszka Borowiak^▸^▾

DOI: https://doi.org/10.25312/j.9494 [Google Scholar]
Opublikowane: 26.03.2025

Abstrakt

Celem tego artykułu jest omówienie wybranych zagadnień dotyczących oceniania w klasach dwujęzycznych/zintegrowanym kształceniu przedmiotowo-językowym (ang. Content and Language Integrated Learning), które zostaną zestawione z polską perspektywą. By osiągnąć zamierzony cel, na samym początku krótko zostanie omówione zintegrowane kształcenie przedmiotowo-językowe, uwzględniając rolę treści pozajęzykowej, użycie języka ojczystego, jak również i języka obcego. Następnie zostaną omówione najważniejsze kwestie dotyczące oceniania w klasie dwujęzycznej. Ostatnia część artykułu poświęcona jest ocenianiu w polskich szkołach/klasach dwujęzycznych. Odnosi się ona do wybranych dokumentów regulujących funkcjonowanie klas/szkół dwujęzycznych. Autorka ma nadzieję, że ten teoretyczny wywód wzbudzi dalsze dyskusje oraz badania skupiające się na zintegrowanym kształceniu przedmiotowo-językowym.

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