Identifying Data 2023/24
Subject (*) CLIL: Content and Language Integrated Learning Code 652534003
Study programme
Mestrado Universitario en Investigación e Innovación en Didácticas Específicas para Educación Infantil e Primaria
Descriptors Cycle Period Year Type Credits
Official Master's Degree 1st four-month period
 First Obligatory 4.5
Language
English
Teaching method Face-to-face
Prerequisites
Department Didácticas Específicas e Métodos de Investigación e Diagnóstico en Educación
Coordinador
Bobadilla Pérez, María
 E-mail
m.bobadilla@udc.es
Lecturers
Bobadilla Pérez, María
 E-mail
m.bobadilla@udc.es
Web
General description Nesta materia ofrecerase unha formación básica na metodoloxía da aprendizaxe integrada de contido e lingua estranxeira (AICLE). Dende o punto de vista teórico, estudaranse os seus precedentes, analizaranse os seus elementos e as súas implicacións curriculares e a súa avaliación. Así mesmo definiranse conceptos tales como multilingüismo, bilingüismo e plurilingüismo e analizaranse modelos de educación bilingüe/plurilingüe e considerarase a normativa europea, nacional e autonómica que a regula. Dende o punto de vista práctico presentaranse diferentes recursos útiles en AICLE, analizaranse boas prácticas educativas en torno a esta metodoloxía e realizarase un proxecto de investigación en torno á súa aplicación.

Study programme competencies
Code Study programme competences
A2 E2 - Identificar e analizar criticamente propostas interdisciplinares no ámbito educativo.
A4 E4 - Desenvolver a competencia lingüística en lingua estranxeira orientada cara á docencia nas áreas específicas.
A10 E10 - Coñecer os fundamentos teóricos que sustentan a investigación e innovación no ámbito das Didácticas Específicas.
A11 E11 - Coñecer, comprender e utilizar a linguaxe científica e aplicalo correctamente nas distintas formas de expresión e comunicación.
A14 E14 - Coñecer diferentes tipos de metodoloxía que se empregan na investigación educativa considerando a súa pertinencia para a resolución de problemas concretos.
B2 CB7 - Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornas novas ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo.
B3 CB8 - Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vinculadas á aplicación dos seus coñecementos e xuízos.
B4 CB9 - Que os estudantes saiban comunicar as súas conclusións e os coñecementos e razóns últimas que as sustentan a públicos especializados e non especializados dun modo claro e sen ambigüidades.
B7 G2 - Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro.
B8 G3 - Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida.
B12 G7 - Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida.
C2 T2 - Capacidade de adaptación a situacións novas.
C4 T4 - Traballar de forma colaborativa.
C5 T5 - Capacidade de organización e planificación en ámbitos educativos disciplinares e interdisciplinares.
C8 T8 - Ser capaz de comunicarse cos seus compañeiros, coa comunidade educativa e coa sociedade en xeral no ámbito das súas áreas de coñecemento.

Learning aims
Learning outcomes Study programme competences
To learn about the advances in research on CLIL programs (Content and Language Integrated Learning). AC4
 BC2
BC4
BC7
 CC8
Identify practical examples of CLIL programs in the different specialties taught in the Master's degree. AC2
AC4
AC11
AC14
 BC2
BC7
BC8
 CC2
CC8
Familiarize oneself with the specific terminology of each specialty for the development of CLIL sessions. AC4
AC10
 BC2
BC3
BC4
BC12
 CC2
Create CLIL materials and resources. AC4
 BC2
BC3
BC4
 CC4
CC5

Contents
Topic Sub-topic
Introduction. Definition and theoretical context
Referential and legislative framework
Methodological approaches in CLIL. Learning principles.
Research in bilingual/plurilingual education.
CLIL Materials and Resources Digital resources, textbooks...
CLIL planning. CLIL curriculum design.
Analysis and assessment of effective practices in CLIL. Review of bilingual/multilingual programs.

Planning
Methodologies / tests Competencies Ordinary class hours Student’s personal work hours Total hours
Document analysis A2 A10 A11 A14 B7 0 37 37
Collaborative learning A4 B2 B3 B8 B12 C4 C5 C8 0 38 38
Oral presentation A4 B4 4 5 9
Guest lecture / keynote speech A4 A10 B7 B12 C2 27.5 0 27.5
 
Personalized attention 1 0 1
 
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies Description
Document analysis Methodological technique that involves the use of audiovisual and/or bibliographic documents (fragments of documentary reports or films, current news, graphic panels, photographs, biographies, articles, legislative texts, etc.) relevant to the subject matter with specifically designed activities to analyze these. It can be used as a general introduction to a topic, as an application tool for case studies, for the explanation of processes that cannot be observed directly, for the presentation of complex situations or as a summary of contents of a theoretical or practical nature.
Collaborative learning Set of teaching-learning procedures guided in person and / or supported with information and communication technologies, which are based on the organization of the class in small groups in which students work together in solving tasks assigned by teachers to optimize, a their own learning and that of the other members of the group.
Oral presentation Inherent intervention in the teaching-learning processes based on verbal exposition through which students and teachers interact in an orderly manner, formulating questions, making clarifications and exposing topics, works, concepts, facts or principles in a dynamic way.
Guest lecture / keynote speech Oral presentation complemented with the use of audiovisual media and the introduction of some questions aimed at students, in order to transmit knowledge and facilitate learning.
The master class is also known as "lecture", "expository method" or "master class". The latter modality is usually reserved for a special type of lesson given by a teacher on special occasions, with a content that involves an original elaboration and based on the almost exclusive use of the word as a way of transmitting information to the audience.

Personalized attention
Methodologies
Document analysis
Collaborative learning
Oral presentation
Description
Tutored works require personalized attention, therefore office hours are very relevant

Assessment
Methodologies Competencies Description Qualification
Document analysis A2 A10 A11 A14 B7 CRITICAL REVIEW OF THREE ARTICLES ON RESEARCH AND INNOVATION IN CLIL 30
Collaborative learning A4 B2 B3 B8 B12 C4 C5 C8 CLIL PROJECT DESIGN 40
Oral presentation A4 B4
PRESENTATION OF THE PERSONAL ANAYLIS AND CONCLUSIONS OF A RESEARCH ARTICLE RELATED TO CLIL (50%) AND CLIL PROJECT PRESENTATION (50%) 		30
 
Assessment comments

To pass the subject, students must attend 80% of the sessions.

Those students with an academic exemption waiver formally requested will be evaluated through a Project work and an individual test. The final mark will be the sum of the qualifications obtained:

-Project Work: 4 points.

-Individual test: 6 points.

Those students who do not attend 80% of the sessions or do not pass the subject in the first call, in the extraordinary call of July they will be evaluated by the same method proposed for those people with academic exception.

It is recommended to send the works electronically and, if not possible, not to use plastics, choose double-sided printing, use recycled paper and avoid printing erasers. Sustainable use of resources and prevention of negative impacts on the natural environment must be made. The importance of ethical principles related to the values of sustainability in personal and professional behaviors should be taken into account.

The fraudulent completion of tests or evaluation activities, once verified, will directly result in a failing grade in the corresponding examination session in which it occurred: the student will be graded as "failed" (numerical grade 0) in the respective examination session of the academic year, whether the offense occurs in the first attempt or the second. To accomplish this, their grade will be modified in the first attempt record, if necessary.

Sources of information
Basic

Bentley, K.  2010. The TKT COURSE CLIL MODULE. CAMBRIDGE: CUP
Complementary

Baker, Colin. 2001. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.

Coyle, D., Hood, P. y Marsh, D. 2010. CLIL.CONTENT AND LANGUAGE INTEGRATED LEARNING. Cambridge: CUP.

Dale, L. y Tanner, R. 2012. CLIL activities. A resource for subject and language teachers. Cambridge: CUP.

Dalton-Puffer, C. 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amterdam/Philadelphia: John Benjamins Publishing Companies.

Madrid, Daniel y Hughes, Stephen (eds.) 2011. Studies in Bilingual Education. Bern: Peter Lang.

Francisco Lorenzo, Fernando Trujillo y José Manuel Vez 2011. Educación bilingüe. Integración de contenidos y segundas lenguas. Madrid: Editorial Síntesis.

Marsh, D., (ed.) 2002. CLIL/EMILE. The European dimension. Actions, trends, and foresight potential. Jyväskylä: University of Jyväskylä.

Barrios, Elvira (ed.) 2010. La educación bilingüe en Andalucía: Análisis, experiencias y propuestas. Granada: Grupo Editorial Universitario.

Beacco, Jean-Claude y Byram, Michel 2007. From Linguistic Diversity to Plurilingual education. Guide for the Development of Language Education Policies in Europe: Strasbourg: Council of Europe. Language Policy Division

Beaten Beardsmore, H. 1986. Bilingualism: Basic principles. Clevedon: Multilingual Matters.

Brinton, Donna, Snow, Margarite y Wesche, Marjorie 2003. Content-based second language instruction Ann Arbor, MI: University of Michigan Press.

Crawford, J. 1989. Bilingual Education: History, politics, theory and practice. New Jersey: Trenton, Crane Publishing

Cummins, Jim y Swain, Merril 1986. Bilingualism in Education. London: Longman

Escobar, C. 2004,Content and language integrated learning: Do they learn content? Do they learn language?. Linguistic Perspectives from the classroom: Language

teaching in a multicultural Europe. Eds. J.D., Anderson, J.M. Oro y J. Varela. Santiago de Compostela: Universidad de Santiago de Compostela. 28-38.

Escobar, C. y Sánchez, A. (2009). Language Learning through tasks in a CLIL Science Classroom. Porta Linguarum11: 65- 83

Genesee, Fred 1987. Learning through Two Languages: Studies of Immersion and Bilingual Education. M.A, Cambridge: Newbury House.

Genesee, Fred 1994. Integrating Language and Content: Lessons from Immersion. Santa Cruz: National Center for Research on Cultural Diversity and Second Language Learning.

Hoffman, Charlotte 1986. An Introduction to Bilingualism. Londres. Longman.

Johnstone, Richard, Dobson, Alan y Pérez Murillo, Mª Dolores 2010. Proyecto de Enseñanza Bilingüe (España). Available at http://www.ite.education.es/w3/form_prof_docs/

britishcouncil/bc_report%20_espanol_final.pdf

Lasagabaster, D. y Ruiz de Zarobe. (ed.) 2010. CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne: Cambridge. Scholars Publishing.

potential. Jyväskylä: University of Jyväskylä.

Martínez Agudo, Juan de Dios (ed.) 2012. Teaching and Learning English through Bilingual Education. New Castle Upon Tyne: Cambridge Scholars, pp. 181-121.

Mehisto, Pete, Frigols, Maria Jesus y Marsh, David 2008. Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. Oxford: Macmillan Education

Paulston, C. B. 1980. Bilingual Education: Theories and Issues. Rowley, MA, Newbury House.

Ramos, F. (2009). Una propuesta de AICLE para el trabajo con textos en SegundosIdiomas.Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras12:169-182


Recommendations
Subjects that it is recommended to have taken before

Subjects that are recommended to be taken simultaneously

Subjects that continue the syllabus

Other comments

It is recommended to submit the work electronically, and if not possible, to avoid using plastics, choose double-sided printing, use recycled paper, and avoid printing drafts.

A sustainable use of resources and the prevention of negative impacts on the natural environment should be pursued.

The importance of ethical principles related to sustainability values in personal and professional behavior should be taken into account.

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According to the various applicable regulations for university teaching, a gender perspective should be incorporated into this subject (using non-sexist language, using bibliography from authors of both sexes, encouraging the participation of male and female students in class, etc.).

Efforts will be made to identify and modify sexist prejudices and attitudes, and the environment will be influenced to modify them and promote values of respect and equality.

Situations of gender discrimination should be identified, and actions and measures should be proposed to correct them.

 


(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.