Subject

Content and Language Integrated Learning (CLIL)

  • code 12597
  • course 1
  • term Anual
  • type OB
  • credits 3.5

Main language of instruction: English

Other languages of instruction: Catalan, Spanish

Teaching staff

Introduction

Content and Language Integrated Learning (CLIL from now on) is a very important methodology nowadays. In this subject we want to approach to it and its theory from a prac>cal and communica>ve view at the same >me we experiment with tools and techniques that can supplement it well.

Competences / Learning outcomes of the degree programme

To be able to apply the theore>cal founda>ons of CLIL. To be able to plan a CLIL unit where language and content are important and well transmiBed. To be able to use tools and techniques (ICT and otherwise) that can improve the CLIL experience. To be able to use English in the process of planning and in group work situa>ons.

Learning outcomes of the subject

Students will be able to: Understand the theore>cal principles underlying a good CLIL prac>ce. Understand the implica>ons of theories such as the Bloom’s Taxonomy when planning CLIL lessons. Understand the importance of applying student-centered methodologies (like the Flipped-Classroom) for maximizing the effects of CLIL. Understand the impact of the Zone of Proximal Development (ZPD) in CLIL. Apply different types of scaffold to help the students work from their ZPD. Use the CLIL Matrix to ensure a good progression of the ac>vi>es in a CLIL plan. Plan a coherent CLIL lesson respec>ng all the fundamental principles of this method.

Syllabus

Introduc>on to the subject. What CLIL is and what CLIL is not. The 4 C’s. The Bloom’s Taxonomy. The Flipped Classroom and its applica>on in CLIL classes. The CLIL Matrix and its use in planning CLIL lessons. Core features in CLIL. Webquest as a resource for the CLIL class. Scaffolding: different types for different ac>vi>es. Classroom management techniques that can enhance the CLIL experience: Whole Brain Teaching. Making reading fun in CLIL: The Crazy Professor Reading Game. ICT tools to enhance the CLIL experience: PowToons, Prezi, Kahoot, ClipFlair… Assessment in CLIL. Using rubrics in CLIL.

Teaching and learning activities

In person

This subject is organized around face-to-face classes and online work. Par>cipants are also asked to complete basic and op>onal tasks outside the classroom. Classes are aimed at experiencing the theore>cal founda>ons, reflect upon them and then apply them into the planning. The online tasks will also help the students get to know ICT tools that can help them when teaching in a CLIL se[ng. The students will have to create a final task that will be a CLIL lesson plan of 4-5 sessions.

Evaluation systems and criteria

In person

The subject will be assessed in the following way: Weekly tasks: There will be 5 basic tasks, 4 op>onal tasks and one extra assessment task in class. Every week (except the last) the students have the chance to present two tasks (a basic one and an op>onal one). Last week they will only have a basic task (to avoid overlapping with the following subject in the course). Out of these 10 tasks, the students will keep the best 5 grades. These tasks will add up to 25% of the final grade Learning outcomes: Understand the theore>cal principles underlying a good CLIL prac>ce. Understand the implica>ons of theories such as the Bloom’s Taxonomy when planning CLIL lessons. Understand the importance of applying student-centered methodologies (like the Flipped-Classroom) for maximizing the effects of CLIL. Understand the impact of the Zone of Proximal Development (ZPD) in CLIL.

- Basic: What is CLIL? by Phil Ball What is CLIL? by One Stop English CLIL: a lesson framework from teachingenglish.org.uk 7 Things You Should Know About Flipped Classrooms by net.educause.edu The Four Pillars of F-L-I-P by flippedlearning.org Bloom's Taxonomy of Learning Domains by nwlink.com Thinking skills for CLIL by Jean Brewster Z is for Zone of Proximal Development by Carol Read Z is for ZPD by ScoB Thornbury Why is Content and Language Integrated Learning (CLIL) Humanis>c? By Teresa Ting - Op6onal: Guidelines for CLIL Implementa>on in Primary and Pre-primary Educa>on by Sophie Ioannou-Georgiou and Pavlos Pavlou Pràc>ca Docent Efec>va AICLE by Carme Florit Ballester Spoken everywhere but at what cost? by David Graddol Adding language without taking away by David Marsh Taking teacher training online in Lombardy by Gisella Langé A Model of Learning Objec>ves based on A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educa>onal Objec>ves by Iowa State University Center for Excellence in Learning and Teaching The Flipped Classroom Infographic by KNEWTON On-the-Spot Scaffolding for Students by Rebecca Alber Crea>ng a WebQuest | It's Easier Than You Think by Linda Starr WebQuests by Isabel Pérez Torres Free learning games and strategies by The Posi>ve Engagement Project Whole Brain Teaching by Ashley Tipton 11 Alterna>ves to "Round Robin" (and "Popcorn") Reading by Todd Finley Asser>ve Discipline in the Classroom by Randa Roberts What Defines a Good Assessment? by Aspiring Minds Assessment by J. S. Atherton Final task: The students, in groups, will have to prepare a CLIL lesson plan of 4/5 sessions. They will start the first week and they will be improving that first drap every week with the new ideas and knowledge worked in class. They will have to present the wriBen lesson plan. They will also have to present their lesson plan in front of the teacher and their classmates. For being more objec>ve we will be using a self- and group-assessment tool. Each group will be assessed by 7 or 8 students too. This task will be 75% of the final grade. Learning outcomes: Understand the theore>cal principles underlying a good CLIL prac>ce. Understand the implica>ons of theories such as the Bloom’s Taxonomy when planning CLIL lessons. Understand the importance of applying student-centered methodologies (like the Flipped-Classroom) for maximizing the effects of CLIL. Understand the impact of the Zone of Proximal Development (ZPD) in CLIL. Apply different types of scaffold to help the students work from their ZPD. Use the CLIL Matrix to ensure a good progression of the ac>vi>es in a CLIL plan. Plan a coherent CLIL lesson respec>ng all the fundamental principles of this method

Bibliography and resources

Coyle, D., et al. (2010). CLIL : content and language integrated learning. Cambridge, Cambridge University Press. http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_2/apartat_3 http://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_2/apartat_4 https://prezi.com/jgbkj5xjadj2/introduccion-a-clil-apoyo-en-el-aula-clil... https://www.google.es/url? sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCIQFjAA&url=http%3A%2F %2Fdialnet.unirioja.es%2Fdescarga%2Farticulo %2F2575499.pdf&ei=leP2VMymCYjXU6GUgfgB&usg=AFQjCNGaCc9AKY3gQ630KRdqkRGl74Bm8g&bv m=bv.87519884,d.d24 Mehisto, P., et al. (2008). Uncovering CLIL : content and language integrated learning in bilingual and multilingual education. Oxford, Macmillan Education. Thornbury, S. (2012). P is for Personalization. An A-Z to EFL. http://scottthornbury.wordpress.com. 2015.

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