DESIGNING AND ASSESSING CLIL-BASED PROFESSIONAL COMMUNICATION TASKS IN ENGLISH CLASSES FOR INFORMATION SYSTEMS AND TECHNOLOGIES STUDENTS

Abstract

This article develops a method for designing and assessing CLIL-based professional communication tasks for Information Systems and Technologies students. A qualitative design synthesis connects foreign-language policy, CLIL principles, needs analysis and assessment scholarship. Its results comprise a task specification procedure, a sequence of three task families and an analytic assessment scheme. An original servicerequest scenario illustrates how disciplinary reasoning, interaction and written documentation can contribute to oneoutcome. The proposed procedure links objectives, task conditions, student products and feedback while keeping content and language judgements distinguishable. No learner dataset or intervention effect is reported. The framework is intended for classroom piloting, with subsequent examination of feasibility, scoring consistency and transfer to unfamiliar professional situations.