Speakers
Abstract section 3: Content/method
The poster will outline the rationale, design, and implementation of a children’s book project as a CLIL final assessment. It will describe the process of topic selection, research, drafting, ethical and critical use of generative AI, book creation, and class presentation. Both individual and group-produced books will be featured through selected student examples. The presentation will conclude with practical suggestions for adaptation and possible directions for future classroom-based research.
Abstract section 2: Contribution/research questions
This practice-oriented poster presents the rationale, design, and classroom use of a children’s book project as an alternative CLIL final assessment, grounded in CLIL’s dual focus on content and language (Coyle, Hood, & Marsh, 2010) and current guidance on ethical generative AI use in education (UNESCO, 2023). Its purpose is to share an adaptable model, examples of student work, and implications for future classroom-based research.
Abstract section 1: Relevance
This presentation is grounded in research on CLIL, multiliteracies, authentic assessment, and scaffolded learner output. It addresses a current pedagogical need by showing how students can communicate complex content through audience-aware, level-appropriate language production. It also responds to emerging research on ethical generative AI use by positioning AI as a support for inquiry, revision, and critique rather than substitution for student thinking. The poster offers a practical, research-informed model for integrating content learning, language development, and critical literacy in university classrooms.
Abstract section 4: Outcomes/results
Participants will learn how a children’s book project can function as a rigorous, adaptable CLIL final assessment. The poster will show how the task has been implemented and refined over time to better support level-appropriate language use, child-accessible explanation of complex themes, independent inquiry, and ethical, critical engagement with generative AI. Through project examples and discussion of key revisions, participants will gain practical principles for designing, evaluating, and adapting similar assignments in ways that balance creativity, academic purpose, and pedagogical effectiveness.
Abstract section 5: References
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning (Vol. 221). Cambridge: Cambridge university press.
Holmes, W., & Miao, F. (2023). Guidance for generative AI in education and research. Unesco Publishing.
| Title | Children’s Books as CLIL Final Projects |
|---|---|
| Teaching Context | College and university education |