Assessing Integrated Language and Content Instruction

Abstract

Integrated language and content instruction has become a popular alternative to traditional ESL instruction. Researchers have recommended this instructional approach to develop students' academic language ability and facilitate their transition to mainstream classes. Practitioners have also favored this approach for several reasons: to prepare students for mainstream classes, increase student motivation and interest with content themes, and make ESL students feel part of the mainstream school curricula. Over the past 10 years, much progress has been made in developing, implementing, and refining strategies and techniques that effectively integrate language and content instruction. However, the issue of assessment is still being resolved. Neither traditional language tests nor content achievement tests are adequate. The difficulty with assessment centers on isolating the language features from the content objectives so one does not adversely influence the other. This article addresses the issue of assessment in integrated classes and provides a framework for organizing assessment objectives. It recommends using alternative assessment measures, such as checklists, portfolios, interviews, and performance-based tasks. Examples of the framework being implemented in elementary and secondary school integrated language and content classes are also included.

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