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CLIL in languages other than English –
Successful transitions across educational stages

How to support transitions through formative assessment/portfolios, that follow the learner across educational stages?

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Our CLIL LOTE study has shown that: 

  • The experts consider portfolios to be a relevant tool to support CLIL LOTE transitions.
  • Only 7% of the experts declare that CLIL LOTE transitions are supported in their context by portfolios.

On this page you can find: 


The CLIL LOTE self- and peer-assessment grid (based on the language descriptors)

My best CLIL LOTE experience in primary school and the experience I enjoyed the least (a sample lessons plan)

My dream CLIL LOTE lessons – I describe my ideas of learning content through a foreign language in the future. (a sample lessons plan)

I reflect about my self- or peer-assessment and my CLIL LOTE objectives 
(a sample lessons plan)

What have I learned in terms of vocabulary? (a sample lessons plan)  

CLIL LOTE as an addition to an existing portfolio: the example of the Norwegian portfolio 

All materials on this website are based on the Guiding principles for CLIL in languages other than English.

Those responsible for national, regional and institutional policy in all educational sectors should: […] support the creation and use of assessment instruments that are fully aligned with the goals of plurilingual and intercultural education for democratic culture.

Council of Europe Recommendation on the importance of plurilingual and intercultural education for democratic culture

The portfolio group was coordinated by Anssi Roiha (Turun Yliopisto, Finland) and Heike Speitz (Universitetet i Sørøst-Norge, Norway).

Group members: Louise Jones (Department of Education, Ireland), Charis-Olga Papadopoulou (Aristotle University of Thessaloniki, Greece) and Hellmuth Van Berlo (Dutch Language Union, The Netherlands & Belgium).