IDENTIFYING DATA 2023_24
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 First 1Q
Language
Anglès
Department English and German Studies
Coordinator
ESPADA SANCHEZ, ANA ISABEL
 E-mail anaisabel.espada@urv.cat
Lecturers
ESPADA SANCHEZ, ANA ISABEL
Web
General description and relevant information <p> 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. </p><div><br /></div>

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
 CT4 Work in multidisciplinary teams and in complex contexts
 CT6 Develop abilities to manage their professional career
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
 CT4 Understand the team’s objective and identify their role in complex contexts
Communicate and work with other teams to achieve joint objectives
Commit and encourage the necessary changes and improvements so that the team can achieve its objectives
Trust in their own abilities, respect differences and use them to the team’s advantage
 CT6 Raise their professional self-awareness
Develop a professional attitude
Analyse the professional environment of their speciality
Design specific professional tracks
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
CT4
 0 4 4
Reading written documents and graphs
A5
CT4
 0 20 20
Assignments
A5
CT4
 0 25 25
Problem solving, exercises in the classroom
A5
CT4
 0 22 22
Self-monitoring activities
A5
 0 2 2
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
Reading written documents and graphs Presentation of theory, methodologies and approaches
Assignments Various activities and individual didactic planning for the teaching of CLIL sessions
Problem solving, exercises in the classroom Hands-on work on theory, methodologies and approaches to CLIL
Self-monitoring activities Self-monitoring activities
Personal attention Face-to-face or online tutorial to solve doubts

Personalized attention
Description

 Online tutorial to solve doubts


Assessment
Methodologies Competences Description Weight        
Presentations / oral communications
A5
CT4
 Scaffolding Activity/ Guiding Input 20%
Assignments
A5
CT4
 Individual didactic planning 50%
Problem solving, exercises in the classroom
A5
CT4
 Online tasks and participation 30%
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.

Sources of information

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

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.