Print syllabusCLIL in different contexts
General data
| Course ID: | 2300-GPTE-CM4-CLIL |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | CLIL in different contexts |
| Name in Polish: | CM4 - CLIL in different contexts |
| Organizational unit: | Faculty of Education |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | English |
| Short description: |
This course is the second part of the two-course sequence focusing on Content and Language Integration (CLIL) at primary level. It is designed as an advanced MA course, where students are asked to analyze research and plan CLIL instruction for primary students. It aims at deepening the awareness of CLIL teaching by utilizing a variety of SLA and educational theories as well as supporting better understanding of complexities of language and content integration. |
| Full description: |
During this course, students are acquainted with a diversity of contexts of bilingual education around the world and broaden their repertoire of teaching strategies such as diversifying input, maximizing output, scaffolding, using graphic organizers and planning learning sequences. |
| Bibliography: |
Selected Bibliography: Cammarata, L. and D.Tedick. 2012. ‘Balancing content and language in instruction: The experience of immersion teachers,’ The Modern Language Journal 96/2: 251‐269. Cenoz, J., F. Genesee and D. Gorter. 2013. ‘Critical analysis of CLIL: taking stock and looking forward’, Applied Linguistics. Advance access, 1‐26. (doi:10.1093/applin/amt011). Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562. Dalton-Puffer, C., LLinares, A., Lorenzo, F., & Nikula,T. (2014). You can stand under my umbrella: Immersion, CLIL and bilingual education. Aresponse to Cenoz, Gensee & Gorter (2013). Applied Linguistics, 35, 213–218. Llinares, A., T. Morton and R. Whittaker. 2012. The Roles of Language in CLIL. Cambridge University Press. Muñoz, C. (2008a) Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 24(4), 578-596. doi: 10.1093/applin/amm056 Muñoz, C. (2007) CLIL: Some thoughts on its psycholinguistic principles. Lorenzo, F., Casal S., de Aba, V. y Moore, P. (eds.) Models and Practice in CLIL. Monográfico de la Revista Española de Lingüística Aplicada (Resla) , 17-26. Wall, D. (2012) Immersion Education: Practices, Policies, Possibilities, edited by Diane J. Tedick, Donna Christian, and Tara Williams Fortune, Bilingual Research Journal, 35:2, 243-246 |
| Learning outcomes: |
Course Goals: Knowledge: • Student has an increasing awareness of language and content integration through learning about the diversity of contexts of bilingual education around the world. • Student is acquainted with SLA and educational theories supporting language and content integration, which support CLIL instruction at primary levels. • Student understands the role of literacy development in context of CLIL teaching at primary grades Skills: • Student is able to apply the theoretical concepts of CLIL into classroom practice • Student plans CLIL instruction appropriate for young language learners • Student utilizes cooperative learning and strategy-based instruction when planning CLIL • Student broadens the repertoire of strategies appropriate for CLIL instruction Competences: • Student understands the need for continuous professional development by integrating knowledge from a variety of fields • Student cooperates with other teachers and school professionals while problem solving, supports others and uses others’ support to contribute to better integration • Student uses reflection and analysis are continuously guiding pedagogical activities |
| Assessment methods and assessment criteria: |
A. Midterm test B. Semester paper (6-7 pages) C. CLIL unit self-assessment |
Copyright by University of Warsaw.
