| Study programme competencies |
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Code
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Study programme competences
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| A1 |
To know the theoretical basis of interdisciplinary work and identify its centre of interest in school and non-school contexts. |
| A2 |
To identify and critically analyse interdisciplinary proposals in the educational world. |
| A3 |
To design, justify and evaluate in a systematic manner interdisciplinary proposals in different educational contexts. |
| A4 |
To develop the linguistic competence in a foreign language oriented towards the teaching in specific subjects. |
| A5 |
To acquire a methodological training to carry out educational research. |
| A6 |
To stablish the general descriptors which conform a research project: to select, to develop, to deal with and interpret data and present results according to the purpose of the research. |
| A7 |
- To be able to apply theoretical knowledge related to Specific Didactics, both in research as in innovation and evaluation. |
| A8 |
To be able to defend and argue in oral and written ways the completed investigation and/or innovation work, using audio-visual aids. |
| A9 |
To test and evaluate disciplinary and interdisciplinary teaching projects in real educational contexts and to promote suggestions for improvement related to the obtained results. |
| A10 |
To know the theoretical basis which sustain research and innovation in the field of Specific Didactics. |
| A12 |
To identify the main research and innovation lines and their evolution in the area of Specific Didactics. |
| A13 |
To analyse and critically assess research work and innovation projects in specific disciplinary fields. |
| A14 |
To know the different types of methodologies used in educational research considering its appropriateness for problem-solving. |
| A15 |
To identify quality and control criteria both in research and in the teaching practice, encouraging a critical, reflective and innovative spirit. |
| A16 |
To design, justify and evaluate research and innovation projects in the field of Specific Didactics. |
| A17 |
To select, adapt and apply materials, resources and ICTs to improve the teaching and learning in different disciplinary fields. |
| A18 |
To acknowledge the research and innovation applied to Educational Sciences as a lifelong tool for innovation, educational and social improvement. |
| B1 |
To have and understand general knowledge to establish foundations and /or opportunities to stand out in the development and implementation of ideas, mainly in an action- research context. |
| B2 |
To be able to apply the acquired foundations and their problem-solving capabilities in new multidisciplinary contexts related to the specific research areas. |
| B3 |
To be able to join contents and accept the challenge to formulate complex statements out of a limited or incomplete information, including reflections about social and ethic responsibilities related to the application of their own knowledge and opinions. |
| B4 |
To be able to transfer and communicate their conclusions and opinions in a clear and straight manner both in a specialized and a non-specialized audience. |
| B5 |
To have the required learning abilities to continue in a life-long-learning and autonomous process. |
| B6 |
To be able to analyse and synthesize. |
| B7 |
To be able to adapt to new situations. |
| B8 |
To work with initiative and in an autonomous way. |
| B9 |
To work in a collaborative way. |
| B10 |
To be able to organize and plan in curricular and cross-curricular subjects. |
| B13 |
To be able to communicate with their peers, educational community and with society in general in the field of their areas of knowledge. |
| B14 |
To incorporate ICTs for the research process, information management, data analysis and for transferability. |
| B15 |
To be able to update knowledge, methodologies and strategies in their teaching practices |
| C2 |
To express correctly, both orally and in written texts, in a foreign language (English). |
| C3 |
To use the main ICT’s basic tools for their professional development and for their life-long-learning process. |
| C5 |
To understand the importance of the entrepreneurship culture and the available means for entrepreneurs. |
| C6 |
To critically value available knowledge, technology and information to solve problems which students must face. |
| C7 |
To assume as a professional and as a citizen the importance of life-long-learning. |
| C8 |
To value the importance that research, innovation and technical developments have on society’s socio-economical and cultural progress. |
| Learning aims |
| Learning outcomes |
Study programme competences |
| Coñecer as tendencias actualizadas en didáctica da lingua estranxeira e máis concretamente en AICLE. |
AJ4
AJ7
AJ10
AJ12
AJ15
AJ17
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BJ1
BJ6
BJ13
BJ14
BJ15
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CJ7
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| Afondar nos métodos de planificación, desenvolvemento e avaliación dos procesos de ensino e aprendizaxe en AICLE. |
AJ1
AJ3
AJ9
AJ16
AJ17
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BJ2
BJ5
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CJ2
CJ6
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| Analizar boas prácticas docentes torno ao modelo AICLE. |
AJ2
AJ3
AJ4
AJ7
AJ9
AJ10
AJ13
AJ15
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BJ2
BJ4
BJ6
BJ8
BJ9
BJ13
BJ15
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CJ2
CJ5
CJ7
CJ8
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| Coñecer os avances na investigación e innovación de progamas AICLE en distintos contextos. |
AJ1
AJ2
AJ5
AJ7
AJ9
AJ10
AJ12
AJ13
AJ14
AJ15
|
BJ2
BJ3
BJ15
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CJ2
CJ3
CJ6
CJ8
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| Realizar un proxecto de investigación en AICLE |
AJ1
AJ4
AJ5
AJ6
AJ8
AJ9
AJ10
AJ12
AJ13
AJ14
AJ16
AJ18
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BJ6
BJ8
BJ14
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CJ2
CJ3
CJ8
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| Desenvolver proxectos didácticos AICLE innovadores orientados ao desenvolvemento da competencia plurilingüe. |
AJ2
AJ3
AJ12
AJ13
AJ15
AJ17
AJ18
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BJ2
BJ4
BJ6
BJ7
BJ9
BJ10
BJ13
BJ14
BJ15
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CJ2
CJ3
CJ8
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| Expoñer, argumentar e defender oralmente os resultados dun proxecto AICLE. |
AJ4
AJ7
AJ8
AJ16
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BJ4
BJ6
BJ7
BJ8
BJ9
BJ13
BJ14
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CJ2
CJ3
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| Contents |
| Topic |
Sub-topic |
| 1. AICLE: Introducción. Definición y contexto teórico. |
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| 2. Aproximaciones metodológicas en AICLE. |
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| 3. Materiales y recursos AICLE en las diferentes áreas |
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| 4. Planificación docente en AICLE en las diferentes áreas. |
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| 5.Análisis y valoración de prácticas efectivas en AICLE. |
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| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Guest lecture / keynote speech |
A1 A2 A3 A4 A5 A7 A10 A12 A13 A15 A17 A18 B1 B6 B8 B10 B15 C7 |
27 |
15 |
42 |
| Document analysis |
A1 A2 A3 A5 A6 A7 A12 A13 A14 A18 B1 B5 B6 B7 B8 B13 B14 B15 C2 C5 C6 |
0 |
25 |
25 |
| Directed discussion |
A2 A4 A7 A8 A9 A13 A18 B2 B3 B4 B6 B7 B13 B15 C2 C5 C6 |
10 |
10 |
20 |
| Supervised projects |
A1 A2 A9 A10 A12 A13 A14 A15 A18 B3 B6 B8 C2 C8 |
0 |
18 |
18 |
| Collaborative learning |
A1 A3 A4 A7 A8 A16 A17 B2 B9 B10 B13 B14 B15 |
0 |
35 |
35 |
| Oral presentation |
A2 A4 A8 A10 A14 A16 B2 B3 B4 B6 B7 B8 B9 B10 B13 B14 C2 C3 C7 C8 |
5 |
5 |
10 |
| |
| Personalized attention |
|
0 |
0 |
0 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
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Methodologies |
Description |
| Guest lecture / keynote speech |
Exposición oral complementada co uso de medios audiovisuais e a introdución dalgunhas preguntas dirixidas aos estudantes, coa finalidade de transmitir coñecementos e facilitar a aprendizaxe.
A clase maxistral é coñecida tamén como "conferencia", "método expositivo" ou "lección maxistral". Esta última modalidade adóitase reservar a un tipo especial de lección impartida por un profesor en ocasións especiais, cun contido que supón unha elaboración orixinal e baseada no uso case exclusivo da palabra como vía de transmisión da información á audiencia. |
| Document analysis |
Técnica metodolóxica que supón a utilización de documentos audiovisuais e/ou bibliográficos (fragmentos de reportaxes documentais ou películas, noticias de actualidade, paneis gráficos, fotografías, biografías, artigos, textos lexislativos, etc.) relevantes para a temática da materia con actividades especificamente deseñadas para a análise destes. Pódese empregar como introdución xeral a un tema, como instrumento de aplicación do estudo de casos, para a explicación de procesos que non se poden observar directamente, para a presentación de situacións complexas ou como síntese de contidos de carácter teórico ou práctico. |
| Directed discussion |
Técnica de dinámica de grupos na que os membros dun grupo discuten de forma libre, informal e espontánea sobre un tema, aínda que poden estar coordinados por un moderador. |
| Supervised projects |
Metodoloxía deseñada para promover a aprendizaxe autónoma dos estudantes, baixo a tutela do profesor e en escenarios variados (académicos e profesionais). Está referida prioritariamente á aprendizaxe do "como facer as cousas". Constitúe unha opción baseada na asunción polos estudantes da responsabilidade pola súa propia aprendizaxe.
Este sistema de ensino baséase en dous elementos básicos: a aprendizaxe independente dos estudantes e o seguimento desa aprendizaxe polo profesor-titor. |
| Collaborative learning |
Conxunto de procedementos de ensino-aprendizaxe guiados de forma presencial e/ou apoiados con tecnoloxías da información e as comunicacións, que se basean na organización da clase en pequenos grupos nos que o alumnado traballa conxuntamente na resolución de tarefas asignadas polo profesorado para optimizar, a súa propia aprendizaxe e o dos outros membros do grupo. |
| Oral presentation |
Intervención inherente aos procesos de ensino-aprendizaxe baseada na exposición verbal a través da que o alumnado e profesorado interactuar dun modo ordenado, formulando cuestións, facendo aclaracións e expoñendo temas, traballos, conceptos, feitos ou principios de forma dinámica. |
| Personalized attention |
|
Methodologies
|
| Guest lecture / keynote speech |
| Supervised projects |
|
| Description |
| Os traballos tutelados requiren atención personalizada, por iso as titorías terán unha importancia relevante. |
|
| Assessment |
|
Methodologies
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Competencies |
Description
|
Qualification
|
| Collaborative learning |
A1 A3 A4 A7 A8 A16 A17 B2 B9 B10 B13 B14 B15 |
Esta proba consiste na elaboración dun proxecto didáctico AICLE, no que se valorarán elementos tales como a calidade deste, a relación de fontes documentais ou os recursos e estratexias utilizadas. |
50 |
| Oral presentation |
A2 A4 A8 A10 A14 A16 B2 B3 B4 B6 B7 B8 B9 B10 B13 B14 C2 C3 C7 C8 |
Esta proba consistirá na presentación e defensa do proxecto CLIL, no que se valorará a calidade do traballo, a claridade na exposición e os recursos utilizados. |
20 |
| Supervised projects |
A1 A2 A9 A10 A12 A13 A14 A15 A18 B3 B6 B8 C2 C8 |
Esta proba consiste na elaboración de forma individual dun traballo de investigación en torno á aplicación de metodoloxías integradoras de lingua e contido. |
30 |
| |
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Assessment comments |
A avaliación nesta materia consistirá en: 1.
A elaboración dun breve proxecto de investigación. Realizarase de forma
individual. Terá unha valoración do 30% da nota final. 2. O traballo colaborador consistirá na elaboración dun proxecto didáctico relacionado coa metodoloxía AICLE. A presentación e defensa dun proxecto AICLE,
realizaranse en grupos ou de dous ou tres estudantes, e
excepcionalmente, de xeito individual. Terá unha valoración do 50% da
nota final. 3. A presentación e defensa oral do proxecto didáctico terá un valor do 20%. Aqueles alumnos/as con dispensa académica de exención de asistencia
serán evaluados a través de traballo e proba individual, do mesmo xeito
que aqueles que non cumpran a asistencia do 80% das sesións
presenciales. A nota final será a media das cualificacións obtidas,
solicitándose en cada unha delas unha nota igual ou superior a 5 sobre
10 para aprobar a materia. |
| Sources of information |
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Basic
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|
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Bentley, K. 2010. The TKT COURSE CLIL MODULE. CAMBRIDGE:
CUP OUTROS: 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. |
|
Complementary
|
|
|
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 |
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| Subjects that are recommended to be taken simultaneously |
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| Subjects that continue the syllabus |
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