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 to train future CLIL teachers by providing a clear picture of language acquisition theories and learning contexts, an analysis of the characteristics and objectives of CLIL programmes, as well as teaching and self-training strategies so they keep improving as foreign language teachers. The course will employ both theoretical and practical approaches to analysis and material creation in CLIL programmes in order to offer students thorough training.  

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

• Become familiar with language acquisition theories and language learning contexts.
• Understand the multiple factors that contributed to the emergence of CLIL in Europe.
• Learn the basic principles of CLIL programmes and identify the features of successful CLIL programmes.
• Become familiar with basic teaching strategies of CLIL programmes and acquire self-training strategies to keep improving as foreign language teachers.
• Learn the design of material and activities for tasks, projects and didactic units that fit with the Primary and Pre-Primary curriculum.
• Analyse, design and create tools for evaluating the effectiveness of CLIL tasks, projects and programmes.

• 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.

1. The student has communicative competences (phonetic, phonological, grammatical and pragmatic) in the English language. 

2. The student has an English language proficiency that allows him/her to give and receive classes in this language. 

3. The student knows how to adapt his/her oral and written English language skills to the needs of his/her future pupils. 

4. The student uses body language and dramatisation to effectively convey oral messages in English. 

5. The student learns techniques to encourage interaction in the English language classroom to achieve a good working relationship with and between pupils. 

6. The student has the essential cognitive, linguistic and communicative knowledge required to teach first and consecutive languages. 

7. The student has learned the main teaching methodologies and techniques to evaluate foreign language teaching and its application in the English language classroom, at different levels. 

8. The student designs teaching units creatively, thus promoting teaching-learning processes that facilitate attention being paid to the diverse types of pupil found in the English language classroom. 

9. The student is aware of the most effective methodological resources used to teach foreign languages. 

10. The student reflects on school learning processes and the characteristics of his/her future pupils in order to improve their competence as a foreign language teacher. 

11. The student knows the basic principles and complexity of teaching school content using English. 

12. The student has resources to adapt the English language to the educational needs of other subjects and can apply them with a focus on quality. 

13. The student knows how to apply new information and communication technologies to teaching English as a foreign language. 

14. The student has skills to promote communication in English, as the language of instruction, thus achieving good working relationships with and between different professionals in the school environment. 

15. The student knows how to apply the cultural references of English-speaking countries to teaching English as a foreign language. 

16. The student uses the different cultural manifestations of English-speaking countries to foster respect for other cultures. 

17. The student critically analyses his/her professional performance to understand his/her impact on pupils and thus improve his/her competence as an English teacher. 

18. The student values the individual relationships formed with each pupil and their environment as a factor that reflects good quality education.

1. Introduction. Stages of development in language acquisition. Acquisition theories and language learning contexts

2. The emergence of CLIL in Europe

3. CLIL influences, objectives and characteristics

4. Effective CLIL programmes

5. CLIL assessment

6. Materials design, adaptation and implementation to be used in CLIL tasks, CLIL projects and CLIL didactic units

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.