Valutare l’integrazione di lingua, contenuto e literacies in percorsi CLIL: una sperimentazione nella classe di italiano L2

In recent decades there has been numerous research on the evaluation of Italian as a second language with a focus on linguistic and literary education. Similarly, As many studies have been conducted on the integrated assessment of content and language in the CLIL context (Coonan 2002; Serragiotto 2006, 2007). However, there is a lack of research on the assessment of interdisciplinary skills within "hybrid" contexts, such as that of an Italian language and culture course. Therefore, with this article we intend to contribute to the debate on these issues by focusing on the question of assessment. We start by discussing the reasons supporting the application of CLIL in the language classroom and the need to rethink the very concept of "content". After this reflection, we describe the aspects that characterize the assessment in the use of literary texts in the L2/LS class and then present a short CLIL course on art and literature, implemented within an Italian L2 course aimed at university students. In particular, we focus on the contents and ways in which we tried to synergistically assess the linguistic, literary and artistic knowledge and skills of the students and we present the students' perceptions of the entire course.