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CM1 - Introduction to CLIL

Informacje ogólne

Kod przedmiotu: 2300-GPTE-CM1-InCLIL Kod Erasmus / ISCED: (brak danych) / (brak danych)
Nazwa przedmiotu: CM1 - Introduction to CLIL
Jednostka: Wydział Pedagogiczny
Punkty ECTS i inne: (brak)
zobacz reguły punktacji
Język prowadzenia: angielski
Skrócony opis:

The aim of the course is to introduce students to Content and Language Introduction CLIL. In this course students familiarize themselves with the fundamental features of CLIL and the rationale behind CLIL, specifically in primary grades. Throughout the course students are acquainted with the practical aspects of CLIL teaching. They have opportunities to plan CLIL activities, lessons and larger units. They also create CLIL materials for primary students.

Pełny opis:

Course Aims:

• to make trainees familiar with the fundamental features of CLIL

• to present examples of the models of CLIL from other European countries

• to familiarize trainees with the paths of enhancing CLIL oriented teaching & learning in the Polish system of education

• to develop trainees’ ability to plan and pursue a CLIL unit

• to develop trainees’ critical thinking skills by guiding them in selecting and preparing a CLIL oriented syllabus and didactic materials

• to make trainees aware of the importance of integrated education CLIL programme for further development of pupils in subject-driven CLIL education

• to acquaint trainees with the competences to be acquired by a CLIL teacher


The fundamental features of CLIL

CLIL-oriented teaching programmes in Europe

Polish National Curriculum and its possible correlations with CLIL

Polish National Curriculum and its possible correlations with CLIL

To CLIL or not to CLIL? – the future of CLIL in Poland

Planning CLIL units

CLIL teacher competences

Project presentations

Development of non-linguistic skills in language lessons

CLIL materials – sources available & creating own templates


Readings for the topic/meeting

Coyle, D., P. Hood & D. Marsh (2010) Content and Language Integrated Learning.

Ioannou-Georgiou, S., Pavlou P. (eds.) (2011) Guidelines for CLIL Implementation in Primary and Pre-primary Education.

Johnstone, Kubanek, Edelenbos

Mehisto, Marsh and Frigols. Uncovering CLIL. 2007.

Bilingual programme Evaluation. 2010. British Council


Polish Core Curriculum -translation ciculated by the trainer


Marsh, D., Langé, G. (eds.) (1999) Implementing Content and Language Integrated Learning, A TIE-CLIL Foundation Course Reader, TIE-CLIL Project, Jyväskylä, Finland.

Criteria for producing CLIL learning material

Peeter Mehisto

Towards quality-CLIL: successful planning

and teaching strategies. Oliver Mayer

CLIL Teacher competences 2001.Kazianka et al.

Szpotowicz, M. i M.Szulc-Kurpaska. Teaching English to Young Learners. 2009. PWN.

European Commission (2006) Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice: Brussels

Efekty uczenia się:

Upon finishing the course, the participants will:


• know and understand the features of CLIL

• know the general principles of applying CLIL in pre-primary and primary school contexts

• be able to give examples of different models of CLIL teaching

• know the areas of the Polish Core Curriculum which lend themselves to integration with English language teaching

• understand the principles of planning CLIL-oriented syllabus

• know CLIL teacher competences which are indispensable in pre-primary and primary education


• plan lessons following the principles of content and language integrated learning

• evaluate teaching aids and materials designed for CLIL education

• assess the learning outcomes in CLIL programmes

• integrate the content and language in teaching young learners in different educational contexts and situations

• Competences

• is active and engaged in developing their language competences and their teaching competences in teaching English to young learners

• is critical in evaluating the usefulness of new ideas in teaching and is open to the dialogue with other teachers and learning from others

• appreciates the need of applying varied forms of teaching and their role in developing children’s motivation and positive attitude to language learning

• self-evaluates their own teaching and language skills

Metody i kryteria oceniania:


Final test

CLIL unit

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