CLIL(content and language integrated learning，內容和語言整合學習)是一平衡內容和語言兩個方面的教育取徑，透過標的語作為媒介，使內容和語言可以同時被學習。馬來西亞的教育中，使用英語學習數學和科學就是這樣子取徑的例子。如果這樣子的教育取徑不是作為眾多語言教學方法之一，而是被持續、長久地運用在某個學程下，這對於學習者、教師、教材或活動任務，會有什麼樣的影響？
Coyle,Hood and Marsh (2010a) 認為，我們可以從四種證據來評估CLIL產生的影響，它們分別是：學習者的表現、情感、學習過程以及教學材料和任務。
不論什麼樣的學程，一定要有學生存在；而學程存在的目的，也就是為了服務學生，讓學生有別於參加學程前的表現；因此，學習者的表現是不管什麼樣的學程給自己建立地位都必須提出的證據。可以提出什麼樣的證據呢？透過標準化的測驗下，證明學習者的表現並沒有遜於非CLIL的學習者；如果沒有標準化的測驗，退而求其次，以老師或學校為主的測量也勉強可以接受。另外一種不透過統計測量的方式，則是以自陳(portfolio)的方式，由老師或學生說明學習者的表現。
有較高的動機，就可以使學習者有更深入、專注的學習，當然，最重要的是確保其在目標語言的學習感就。因此，提供情感方面的證據，也是CLIL讓自己可以被社會接收的方式。透過大規模的問卷或焦點團體訪談都可以得到這樣的證據。
References
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