Annotated bibliography and research question #1

By: Edie A. Medina Torrenegra

Problem question:
How implementing bilingual methodologies in 4th grade students in a private school in Mosquera
can affects the didactics of the Science class?

Leal, Johanna P. (2016) Assessment in CLIL: Test development for content and language for
teaching natural science in English as a foreign language. Latin American Journal of
Content & Language Integrated Learning, 9 (2), 293-317. https://doi.org/10.5294/6978

This article focuses on the evaluation of summative assessment in the class of Science in bilingual
schools. Leal (2016) shows how, despite the new ways as education changes in the framework of
bilingualism and the apparition of new technologies, it has demands, “the evaluation processes continue
to be deeply rooted in the preparation of exams as the quintessential test of the teaching action of the
students and of the institution itself” (pp 4). Leal (2016) presented a clear evaluation of a methodology
used to create a summative assessment in where two teachers, one that has a methodology of CLIL and
the other that is centered in the English as a foreign language showing how the two methodologies
converge and which are the differences between both.
The methodology used by Leal (2016) showed that planning an exam as a science teacher and do the
same being a EFL teacher have specific implications, this give and idea about how the methodologies
could be modified to improve the exams and the needs that exist in evaluate the ways as teachers impart
their classes in a second language. The authors establish the relevance of build assessment in where there
is a connection of the exams modify the methodologies of the class.
The main limitation presented by Leal is that the study is centered only in the part of the design of the
summative exams. Although summative assessment is an important component of the learning process in
students, it is also necessary to identify how other types of evaluation can be affected in the methodology.
The foregoing within the framework of the need to contribute to learning a second language. Or even the
understanding of new terms in the mother and second language.