Universitat Internacional de Catalunya - Barcelona

Content and Language Integrated Learning

• code 10170
• course 4
• term Semester 1
• type op
• credits 6

Main language of instruction: English

Head instructor

Dra. Helena ROQUET - hroquet@uic.es

Office hours

Helena Roquet

hroquet@uic.cat

Tuesdays 11:00-12:00 (by appointment)

Content and Language Integrated Learning (CLIL) programmes have rapidly spread all over Europe with the objective of enhancing language learning among European citizens. In Catalonia, for instance, more and more schools are incorporating CLIL subjects into their school curricula in order to provide their students with an optimal context for effective language learning to take place.

This course aims at training future CLIL teachers by providing a comprehensive analysis of the characteristics and learning outcomes of current CLIL programmes, as well as a critical look into the most relevant CLIL research findings in Europe. The course will employ both theoretical and practical approaches to the implementation and study of CLIL programmes in order to offer students thorough training in CLIL.  

It is recommended that students have a level B2 (Common European Framework/ CEF) in English before the start of the course.

• Understand the multiple factors that contributed to the emergence of CLIL in Europe.
• Identify the features of successful CLIL programmes.
• Become familiar with foreign language learning theories and approaches.
• Develop subject-related projects which consider content, communication, culture and cognitive dimensions and that fit with current approaches in the Primary and Nursery curriculum.
• Analyse, design and create tools for evaluating the effectiveness of CLIL tasks, projects and programmes.
• Develop critical opinions about the current situation of CLIL practice and research in Europe.
  

• CET-1 - Interpersonal responsibility: to be aware of professional performance and influence on students. To have the skills and knowledge to manage group processes and communication for good collaboration with and between students.
• CET-2 - Pedagogical responsibility: to have the knowledge and teaching skills required to create a safe learning environment for both classes and groups, but also for individual students, in order that children can become responsible, independent adults.
• CET-3 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-7 - To promote responsibility in terms of professional development: to analyse, reflect on and develop points of view about the profession and teaching skills, to know how to make these clear and how to bring them up to date.
• CG-09 - To be familiar with the elements that make up creativity, the different levels of proficiency and how to develop this skill as much as possible.
• CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.
• CG-01 - To integrate information and communication technologies in teaching and learning activities, teaching management and professional development.
• CET-4 - Expertise in the subject taught and teaching methodologies: to have the required knowledge in the subject taught and to know which teaching methods should be applied to create a good learning environment where students can acquire the cultural baggage they need to live in society. and to do so in an up-to-date, professional and systematic manner.
• CET-5 - Collaboration with colleagues in the profession: to have the knowledge and skills required to make a professional contribution to the teaching environment in the school, in professional relationships, and to achieve a good school organization.
• CET-6 - Collaboration with the professional environment at the school: to have the knowledge and skills required to establish good relations with the people and institutions dedicated to child welfare or belonging to the school's professional environment.
• CG-04 - To promote and facilitate attention to the unique educational needs of students, gender equality, fairness and respect for human rights, in the contexts of learning and social harmony, both in the school and in relation to the surroundings.
• CG-10 - To be familiar with the elements that make up entrepreneurial spirit, the different levels of proficiency and how to develop this skill as much as possible.
• CG-03 - To be able to communicate in English at level B1, according to the Common European Framework of Reference for languages (CEFR).
• CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.

• Analysis of the main teaching trends in foreign language teaching and their application to CLIL settings.
• The design of CLIL teaching units.
• Methodological resources and strategies for the implementation of CLIL.
• Evaluation techniques and criteria to analyse the effectiveness of CLIL.
• Analysis of the English language in the curriculum in primary education. 
• The "team / peer teaching" in CLIL classrooms. 

1. Contexts of second language acquisition. The emergence of CLIL in Europe

2. CLIL influences and characteristics

3. Research findings on CLIL

4. Effective CLIL programmes

5. CLIL assessment

6. CLIL didactic units

Theoretical and practical classes (workshops)

• Flipped classroom
• Problem solving tasks
• Task based learning
• Oral presentations and written assignments
• Individual, pair and group work
• In-class discussions and debates

Readings oral presentation                                 10%

Poster preparation and presentation                      45%

Didactic unit preparation and presentation              45%

Cenoz, J., Genesee, F. and Gorter, D. (2014). Critical Analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(5): 243-262

Coyle, D., Hood, P. and Marsh, D. (2010). CLIL – Content and Language Integrated Learning. United Kingdom: Cambridge University Press [selected chapters, but you may want to read the whole book!]

Dalton-Puffer, C. (2007) Discourse in CLIL Classrooms. (Language Learning and Language Teaching 20). Amsterdam etc.: Benjamins.

Dalton-Puffer, C. and Smit, U. (2013). Content and Language Integrated Learning. A research agenda. Language Teaching, 46, 545-559.

De Graaff, R., Koopman, G., Anikina, Y. and Westhoff , G. (2007). An Observation tool for Effective Pedagogy in Content and Language Integrated Learning (CLIL), International Journal of Bilingual Education and Bilingualism, 10(5): 603-624.

Ellis, R. (2008). Principles of Instructed Second Language Acquisition. System, 33, 209-224.

Escobar Urmeneta, C. (2012). Content-Rich Language Learning in Content-Rich Classrooms, in Serra, N. and McCullough, J. (eds.) APAC Quarterly Magazine, 74.

Eurydice European Unit (2006). Content and Language Integrated Learning (CLIL) at school in Europe. European Commission. Eurydice, Belgium.

Genesee, F. (1994). Integrating Language and Content: Lessons from Immersion. National Centre for Research on Cultural Diversity and Second Language Learning.

Lyster, R. (2007). Learning and Teaching Languages through content: A counterbalanced approach. Amsterdam: John Benjamins.

Muñoz, C. (2007). CLIL: Some thoughts on its psycholinguistics principles,  Revista española de lingüística aplicada, Volumen monográfico 1, 17-26.

Navés, T. (2009). Effective Content and Language Integrated Programmes. In Ruiz de Zarobe, Y. and  Jimenez Catalán, R. (Eds.), Content and Language Integrated Learning Evidence from Research in Europe 22-40. Clevedon: Multilingual Matters.

Pérez-Vidal, C. (2007). The need for focus on form in content and language integrated approaches: an exploratory study. Revista española de lingüística aplicada 1: 39-55

Pérez, Carmen. (2009). The integration of Content and Language in the classroom: A European approach to education (The second time around). In: Dafouz Milne, E.; Guerrini, M. (eds.). CLIL across educational levels: Experiences from Primary, Secondary and Tertiary Contexts 25-40 1 ed. Madrid: Santillana Educación S.L., Richmond Publishing.

Pérez-Vidal, C. (2013). Perspectives and Lessons from the Challenge of CLIL Experiences. In C. Abello-Contesse, P. M. Chandler, M. D. Lopez-Jimenez (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience 59- 82. Clevedon: Multilingual Matters.

Pérez-Vidal, C. & Campanale-Grilloni, N. (2007). Content and language integrated learning (CLIL) from a European perspective. Gràfiques Print.Universitat Pompeu Fabra: Barcelona.

Roquet, H. (2011). A study of the acquisition of English as a foreign language: Integrating content and language in mainstream education in Barcelona. Tesi Doctoral: Universitat Pompeu Fabra

Roquet, H. and Pérez-Vidal, C. (2015). 'Do productive skills improve in content and language integrated learning contexts? The case of writing' Applied Linguistics. DOI: 10.1093/applin/amv050.

Roza, B. (2009) Assessment and benchmarking: a new challenge for Content and Language Integrated Learning. In: Dafouz Milne, E.; Guerrini, M. (eds.). CLIL across educational levels: Experiences from Primary, Secondary and Tertiary Contexts 27-138 Richmond Publishing.

Ruiz de Zarobe, Y (2011). Which language competencies benefit from CLIL? An insigight into applied linguistics research. In  Ruiz de Zarobe, Y., Sierra, J.M., Gallardo del Puerto, F. (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts 129- 153. Bern: Peter Lang.