MS5 - CLIL - Content and Language Integrated Learning

This course focuses on the integration of teaching English with other subject areas in pre-primary and lower-primary education. It aims at developing the skills of teaching specific content areas through the medium of English and the skills of developing non-linguistic skills while teaching English. It will also equip trainees with the theoretical knowledge regarding main concepts of CLIL oriented teaching models in different European countries and give an insight on the practice of introducing CLIL in the Polish educational context.

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

http://www.carla.umn.edu/

Polish Core Curriculum -translation ciculated by the trainer

http://www.carla.umn.edu/

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

Upon finishing the course, the participants will:

Knowledge

• 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

Skills

• 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

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• Competences

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• 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

The course ends with a credit which depends on the student’s fulfillment of the following course requirements.

1. A CLIL unit (portfolio task)

2. Reflection on the process of creating and delivering CLIL materials (portfolio task)

3. Short homework assignments (reading and tasks)

4. A final test

5. Participation – 2 absences allowed