IDENTIFYING DATA 2018_19
Subject (*) CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) Code 12865203
Study programme
Teaching and Learning English as a Foreign/Second Language (2015)
 Cycle 2nd
Descriptors Credits Type Year Period
3 Optional 1Q
Language
Anglès
Department English and German Studies
Coordinator
ESPADA SANCHEZ, ANA ISABEL
 E-mail isabel.oltra@urv.cat
anaisabel.espada@urv.cat
Lecturers
OLTRA MASSUET, MARIA ISABEL
ESPADA SANCHEZ, ANA ISABEL
Web
General description and relevant information As education becomes increasingly globalized, those entering the profession are expected to possess the necessary skills and competencies that prepare them to work in a changing educational environment. This means that there will be a greater focus on cross-curricular and task-based learning. Being a single subject teacher will no longer be sufficient as teachers will be required to have the abilities to work cross-departmentally with other faculty members to meet mandated learning objectives. On this course, students will be introduced to CLIL as an approach and will delve into the beliefs and mechanisms within it. Students will gain first-hand experience of implementing the concept with practical applications and reflections on its benefits for the learner and institution.

Competences
Type A Code Competences Specific
 A5 Identifies, describes, analyses, and evaluates resources, strategies, methods and didactic processes used in teaching English, and applies them adequately in any EFL/ESL context, in line with students’ needs
Type B Code Competences Transversal
 B1 Learning to learn
 B5 Teamwork, collaboration and sharing of responsibility
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
 A5 Identifies, describes and analyses the methodological principles and the essential elements of the CLIL approach to design didactic resources for the English classroom
Type B Code Learning outcomes
 B1 Share and accept the learning objectives put forward by the teaching staff.
 B5 Bear in mind the opinions of others and give constructive feedback.
Accept and comply with the rules of the group.
Act constructively to deal with any conflicts in the team.
Type C Code Learning outcomes

Contents
Topic Sub-topic
1- Introduction to CLIL 1.1 What is CLIL?
1.2 Definitions of CLIL
1.3 CLIL Models and Contexts
1.4 Subject and Language teachers’
roles and feedback
2- CLIL Framework 2.1 Do Coyle’s 4Cs
2.2 Content: Teaching Objectives /
Learning outcomes
2.3 Communication: 3As tools
2.4 Cognition: Bloom’s Taxonomy
2.5 Culture
3- Planning and designing a CLIL unit
3.1 Reflecting on the CLIL theoretical and practical framework
3.2 Analyzing CLIL Planning examples
3.3 Assembling materials and sequencing
tasks:Scaffolding
3.4 Auditing your work: Cummins Matrix
3.5 Assessment: Summative /Formative/Peer
4-Collaborative Learning 4.1 Analyzing Kagan’s cooperative structures
4.2 Using Cooperative Structures

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
1 0 1
Presentations / oral communications
A5
B5
 1 3 4
Lecture
A5
B5
 8 12 20
Forums of debate
A5
B5
 2 10 12
Assignments
A5
B1
 10 15 25
Seminars
A5
B1
B5
 7 5 12
Personal attention
1 0 1
 
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities Course presentation
Presentations / oral communications Oral presentations with visual support
Lecture Presentation of theory, methodologies and approaches
Forums of debate Moodle based discussion groups on specific issues for the different topics
Assignments Various activities and individual didactic planning for the teaching of CLIL sessions
Seminars Hands-on work on theory, methodologies and approaches to CLIL
Personal attention Face-to-face or online tutorial to solve doubts

Personalized attention
Description
Face-to-face or online tutorial to solve doubts

Assessment
Methodologies Competences Description Weight        
Presentations / oral communications
A5
B5
 Group work / presentation 40%
Forums of debate
A5
B5
 Online collaboration and class participation 20%
Assignments
A5
B1
 Individual didactic planning 40%
Others  
 
Other comments and second exam session

Sources of information

Basic

Coyle, D. (2007) Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies, International Journal of Bilingual Education and Bilingualism, 10:5, 543-562.
Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Ernst Klett Sprachen.
Lasagabaster, R., Ruiz, Y., (2010) CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing.
Llinares, A., Morton, T. & Whittaker, R., (2012) The roles of language in CLIL. Cambridge University Press
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering Clil. China: Macmillan Publishers Limited.
Navés, T & Victori, M., (2010) CLIL in Catalonia: An Overview of Research Studies.
de Zarobe, Y. R., & Lasagabaster, D. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.

Complementary

Recommendations
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.