Guía Docente 2023-24 CLIL: TRAINING FOR BILINGUALISM |
BASIC DETAILS:
Subject: | CLIL: TRAINING FOR BILINGUALISM | ||
Id.: | 32555 | ||
Programme: | GRADUADO EN EDUCACIÓN PRIMARIA. PLAN 2015 (BOE 17/08/2015) | ||
Module: | MENCIÓN LENGUA EXTRANJERA (INGLÉS) | ||
Subject type: | OPTATIVA | ||
Year: | 4 | Teaching period: | Primer Cuatrimestre |
Credits: | 6 | Total hours: | 150 |
Classroom activities: | 64 | Individual study: | 86 |
Main teaching language: | Inglés | Secondary teaching language: | Castellano |
Lecturer: | Email: |
PRESENTATION:
Bilingualism in early child and primary education has become a reality and driving force in many schools all over Europe and especially in Spain. As a concept, it proposes to integrate content and language learning in such a way that learners will be cognitivly challenged to learn content through a language that is not their first language. The aim of this subject is to introduce students to the fundamentals of Content and Language Integrated Learning (CLIL), which is the most commonly used teaching and learning approach used in today's bilingual programs. This subject aims to provide students with the knowledge and practice they need in order to use this approach in their teaching. During each session students will explore the relationship between content, cognition, communication and culture when they are integrated in specific subjects, such as Physical Education, Natural Sciences and Art and Music. Students will learn how to construct a CLIL lesson plan and deal with the challenges CLIL learners may have through reading and observing the factors that make an effective CLIL lesson and those that do not. They will also have opportunites to practise their teaching and receive feedback from their lecturer and peers. Students will be expected to critially analyse the strengths and weaknesses of this apporach and propose solutions to overcome some of its drawbacks.
PROFESSIONAL COMPETENCES ACQUIRED IN THE SUBJECT:
General programme competences | G01 | Capacity to analyse and synthesise information from different sources. |
G03 | Capacity to organise, plan and self-assess the work undertaken. | |
G06 | Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means. | |
G08 | Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc. | |
G09 | Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights. | |
G11 | Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement. | |
Specific programme competences | E13 | Foster group work and individual work and effort. |
E15 | Know how to tackle multicultural school situations. | |
E50 | Be aware of the difficulties in learning the official languages for pupils from other countries. | |
E51 | Address language learning situations in multilingual situations. | |
E52 | Communicate in a foreign language in the spoken and written form. | |
E70 | Capacity to understand the main ideas of complex texts which cover specific and abstract topics, even if they are technical - as long as they remain within the person's field of specialisation. In addition, capacity to understand the pedagogical bases in the holistic learning of content and foreign language. | |
E71 | Capacity to interact with native speakers with sufficient fluency and ease that the communication occurs with minimal effort on the part of either speaker. | |
E72 | Capacity to work as a Primary School English Teacher using the CLIL (Content and Language Integrated Learning) method. | |
E73 | Capacity to produce clear, detailed texts and design didactic units in line with the pedagogical principles for learning content and foreign languages. | |
Regulated profession competences | P01 | Know the curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively. |
P02 | Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school. | |
P03 | Effectively address language learning situations in multicultural and multilingual situations. | |
P07 | Stimulate and value the effort, persistence and personal discipline of the pupils. | |
P08 | Know the organisation of primary schools and the variety of activities of which they are comprised. | |
P10 | Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career. | |
P12 | Take on the educational side of teaching and foment democratic education for an active citizenry. | |
P16 | Acquire the habits and skills to learn alone or with others and foster this among the pupils. | |
Learning outcomes | R01 | Know the CLIL focus and what it contributes to classroom teaching. |
R02 | Deepen the emphasis on 'problem solving' and 'know how to do things' in other languages as applied to specific subjects. | |
R03 | Design a specific proposal for teaching curriculum content in specific areas in English. | |
R04 | Critically assess the application of CLIL in the teaching of a specific subject. |
PRE-REQUISITES:
Students are expected to participate actively in class, ask questions, share opinions and develop a critical thinking mindset.
SUBJECT PROGRAMME:
Subject contents:
1 - Introducing CLIL and Bilingualism |
1.1 - What is bilingualism? Types and contexts |
1.2 - Bilingual programs in Aragón |
2 - Building blocks for CLIL |
2.1 - Bloom's taxonomy |
2.2 - Language and genre |
2.3 - BICs and CALP |
2.4 - Scaffolding |
3 - Visual organisers in CLIL contexts/Introduction to 4Cs framework |
3.1 - Types of visual organizers |
3.2 - 4Cs framework |
4 - Adapting materials and resources for CLIL and Scaffolding |
4.1 - Types of materials and resources |
4.2 - Scaffolding strategies and resources |
5 - Planning CLIL |
5.1 - Microteaching |
5.2 - Getting feedback from peers and lecturer |
5.3 - Planning CLIL: examples and practice tasks |
5.4 - Applying 4Cs framework |
6 - CLIL Activities for different subjects |
6.1 - CLIL activities for Natural Science and Social Science |
6.2 - CLIL activities for Art and Music |
6.3 - CLIL activities for Physical Education |
7 - Teaching CLIL |
7.1 - Microteaching |
7.2 - Getting peer and lecturer feedback |
7.3 - Teaching strategies for CLIL contexts |
7.4 - Digital tools for CLIL contexts |
8 - Assessing CLIL |
8.1 - Types of assessment |
8.2 - Giving feedback |
8.3 - Microteaching |
8.4 - Getting peer and lecturer feedback |
8.5 - Evaluating assessment tasks |
Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.
TEACHING AND LEARNING METHODOLOGIES AND ACTIVITIES:
Teaching and learning methodologies and activities applied:
Student work load:
Teaching mode | Teaching methods | Estimated hours |
Classroom activities | ||
Master classes | 14 | |
Other theory activities | 6 | |
Practical exercises | 8 | |
Practical work, exercises, problem-solving etc. | 8 | |
Debates | 3 | |
Coursework presentations | 4 | |
Films, videos, documentaries etc. | 4 | |
Workshops | 3 | |
Participation in seminars, conferences etc. | 2 | |
Other practical activities | 4 | |
Assessment activities | 4 | |
Extra-curricular activities (visits, conferences, etc.) | 2 | |
Tutoriales | 2 | |
Individual study | ||
Individual study | 35 | |
Individual coursework preparation | 10 | |
Group cousework preparation | 10 | |
Project work | 5 | |
Research work | 5 | |
Compulsory reading | 8 | |
Recommended reading | 3 | |
Portfolio | 6 | |
Extra-curricular activities (visits, conferences, etc.) | 2 | |
Other individual study activities | 2 | |
Total hours: | 150 |
ASSESSMENT SCHEME:
Calculation of final mark:
Final exam: | 30 | % |
Oral defense: | 30 | % |
Portfolio: | 40 | % |
TOTAL | 100 | % |
*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.
BIBLIOGRAPHY AND DOCUMENTATION:
Basic bibliography:
BALL, P., Kelly, K., Clegg. J. Putting Clil into practise. Oxford: Oxford handbooks, 2015. |
DALE, Liz and Rosie Tanner. CLIL Activities. A resource for subject and language teachers. Cambridge: Cambridge University Press, 2012. |
COYLE, Do, Hood, Philip., & Marsh, David. Content and Language Integrated Learning. Cambridge: Cambridge University Press, 2010. |
LLUL, Josué, Raquel Feernández, Matthew Johnson and Eva Peñafiel. Planning for CLIL. Designing effective lessons for the bilingual classroom. Madrid: Editorial CCS, 2016. |
Recommended bibliography:
DAFOUZ, E., Guerrini, M. (Eds). CLIL across Educational Levels. Madrid: Santillana Educación / Richmond Publishing, 2009. |
CHADWICK, Timothy. Language Awareness in Teaching. A Toolkit for Content and Language Teachers. Cambridge: Cambridge University Press, 2012. |
LASAGABASTER, DAVID & Ruiz de Zarobe.(Eds.). CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing, 2010. |
Recommended websites:
A collection of practical resources for CLIL classes | http://www.isabelperez.com/clil/clicl_m_5.htm |
CLIL materials from the Junta de Andalucia | http://www.juntadeandalucia.es/educacion/webportal/web/aicle/secuencias-aicle |
A collection of CLIL resources and tools | http://languages.dk/tools/index.htm |
A toolkit for teaching in general | http://www.theteachertoolkit.com/ |
Resources for CLIL | http://www.onestopenglish.com/onestopclil-the-resource-bank-for-clil-teachers/500251.article |
* Guía Docente sujeta a modificaciones