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 |
Work collaboratively as part of a team, with shared responsibility and leadership. |
Type C
|
Code |
Competences Nuclear |
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 |
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
|
Methodologies :: Tests |
|
Competences |
(*) Class hours
|
Hours outside the classroom
|
(**) Total hours |
Introductory activities |
|
1 |
0 |
1 |
Presentations / oral communications |
|
1 |
3 |
4 |
Lecture |
|
8 |
12 |
20 |
Forums of debate |
|
2 |
10 |
12 |
Assignments |
|
10 |
15 |
25 |
Seminars |
|
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
|
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 |
Description |
Online tutorial to solve doubts |
Methodologies |
Competences
|
Description |
Weight |
|
|
|
|
Presentations / oral communications |
|
Scaffolding Activity/ Guiding Input |
20% |
Forums of debate |
|
Online collaboration and participation |
30% |
Assignments |
|
Individual didactic planning |
50% |
Others |
|
|
|
|
Other comments and second exam session |
Los estudiantes matriculados en la URV siguen el sistema ECTS y tienen derecho a las convocatorias de evaluación indicadas en la normativa académica de grado y máster vigente. |
Basic |
|
- Ball, Ph., Kelly, K., and Clegg, J., (2015). Putting CLIL into Practice. Oxford Handbooks
- 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.
- Escobar Urmeneta, C. (2016). Aprendizaje integrado de contenidos y lengua. En D. Masats y L.
- 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.
- Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (pp.85-111)
- Pladevall-Ballester, E. and Vallbona A. (2016). CLIL in minimal input contexts: development of receptive skills in early L2 learning. System, 58:37-48.
|
Complementary |
|
|
(*)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. |
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