Test Validity Concerns in CLIL: Lessons from the Netherlands
Alaa Al-Musalli, Ph.D.

This paper sheds light on a controversial issue in CLIL, namely, testing the content-specific knowledge gained through CLIL programmes in a language other than the language of instruction (or the target language). The fact that this example of testing exists might sound preposterous for many educators around the world. The context within which the discussion of this example of testing is set is the Netherlands, for such testing is a matter of fact for many Dutch students. The sole benefit of testing content in Dutch after receiving instruction in the target language, i.e. English, is to unify exit tests across schools/colleges in the country. However, while the risks of not using a standard school/college test are unquestionable, the negative implications of testing content through Dutch rather than the target language on test validity seem to outweigh such risks. This paper reports on teachers’ perspectives regarding the current approach of testing content-specific subjects in the CLIL programme in the Netherlands; it also calls for an examination of the validity of these tests.

Full Text: PDF     DOI: 10.15640/jehd.v5n2a13