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Syllabus 2019-20 - 78312001 - What is CLIL? Background, definition and features (¿Qué es AICLE?. Orígenes, definición y caracterización)
- Level 1: Tutorial support sessions, materials and exams in this language
- Level 2: Tutorial support sessions, materials, exams and seminars in this language
- Level 3: Tutorial support sessions, materials, exams, seminars and regular lectures in this language
| DEGREE: | Máster Univ. en Enseñanza bilingüe y aprendizaje integrado de contenidos y |
| FACULTY: | Centro de Estudios de Postgrado |
| ACADEMIC YEAR: | 2019-20 |
| COURSE: | What is CLIL? Background, definition and features |
| NAME: What is CLIL? Background, definition and features | |||||
| CODE: 78312001 | ACADEMIC YEAR: 2019-20 | ||||
| LANGUAGE: English | LEVEL: 3 | ||||
| ECTS CREDITS: 4.0 | YEAR: 1 | SEMESTER: PC | |||
| NAME: PÉREZ CAÑADO, MARÍA LUISA | ||
| DEPARTMENT: U115 - FILOLOGÍA INGLESA | ||
| FIELD OF STUDY: 345 - FILOLOGÍA INGLESA | ||
| OFFICE NO.: D2 - 205 | E-MAIL: mlperez@ujaen.es | P: 953211825 |
| WEBSITE: https://www.ujaen.es/departamentos/filing/contactos/perez-canado-maria-luisa | ||
| ORCID: https://orcid.org/0000-0002-4337-696X | ||
| LANGUAGE: - | LEVEL: 3 | |
| NAME: Paraná, Raul | ||
| DEPARTMENT: - | ||
| FIELD OF STUDY: - | ||
| OFFICE NO.: - | E-MAIL: raul.r.oliveira-albuquerque-parana@jyu.fi | P: +3580417580119 |
| WEBSITE: https://kielikeskus.jyu.fi/en/contact/staff/oliveira-albuquerque-parana-raul | ||
| LANGUAGE: English | LEVEL: 3 | |
| NAME: Marsh, David | ||
| DEPARTMENT: - | ||
| FIELD OF STUDY: - | ||
| OFFICE NO.: - | E-MAIL: davidmarsh.eu@gmail.com | P: + 358 400 843 653 |
| WEBSITE: https://davidmarsh.education/es-2/ | ||
| LANGUAGE: English | LEVEL: 3 | |
1. What is CLIL?
1.1. Definition
1.2. Characterization
1.3. Assets and pitfalls
2. Why has CLIL burgeoned?
2.1. Origins
2.2. The backdrop: CLIL predecessors
3. How is it being practically implemented?
3.1. CLIL implementation in Europe, Spain, and Andalusia
3.2. Analysis of CLIL implementation at the grassroots level
4. Where do these outcomes lead us? The current CLIL controversy
4.1. The current CLIL controversy : characterization, implementation, and research
4.2. Identifying the main challenges to conquer
4.3. Providing solutions within the current scenario
M1 Whole group classes: Lockstep lectures through video recordings
M2 Whole group classes: Theoretical explanations and provision of general examples through video recordings
M4 Whole group classes: Conferences through video recordings
M5 Group/Individual tutorials on the virtual platform and through e-mail: supervision of tutored assignments.
M7 Group/Individual tutorials through video recordings: debates.
M8 Collective/individual tutorials through video recordings and e-mail: clarification of doubts.
M9 Collective/Individual tutorials through video recordings: comments on individual assignments.
Students with special educational needs should contact the Student Attention Service (Servicio de Atención y Ayudas al Estudiante) in order to receive the appropriate academic support
Ongoing assessment will have a substantial weight in the subject. 25% of the final grade will correspond to active participation in the virtual debate forum within the established deadlines (debates, cases, or exercises); 25% will be assigned to tasks, tests, activities, and practical cases; and 50% will be allotted to a final written assignment which evinces mastery of the chief concepts covered.
The following evaluation criteria will be followed:
Ongoing assessment (forum activities):
* Degree of participation.
* Active implication in the debates and activities.
* Degree of interaction with the other group members on the forum (e.g. reactions to other contributions).
* Originality of contributions to the forum.
* Participation in each of the activities within the established deadlines.
Final assignment:
* Structure and
organization.
* Expression: grammatical accuracy and semantic breadth
and adequacy.
* Content: adequacy, pertinence, and application of key
concepts and ideas covered in the subject.
* Critical reflection and personal appraisal.
* Use of academic register (academic English) and adequate
use of bibliographical references and citation
conventions.
- CLIL: content and language integrated learning. Edition: -. Author: Coyle, Do. Publisher: Cambridge : Cambridge University Press, 2010. (Library)
- Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education . Edition: -. Author: Mehisto, Peeter. Publisher: Oxford : Macmillan Education, 2008 (Library)
- Putting CLIL into Practice . Edition: -. Author: -. Publisher: Oxford : Oxford University Press, 2015 (Library)
- Content and language integrated learning [recurso electrónico] : evidence from research in Europe. Edition: -. Author: -. Publisher: Bristol, UK ; Buffalo [N.Y.] : Channel View Publications, c2009 (Library)
- CLIL in Spain [Recurso electrónico] : implementation results and teacher training. Edition: -. Author: -. Publisher: Newcastle : Cambridge Scholars Publishing, 2010 (Library)
- The CLIL trajectory : educational innovation for the 21st century iGeneration . Edition: -. Author: Marsh, David, ( 1956-). Publisher: Córdoba : Universidad de Córdoba, 2013 (Library)
- Teaching and learning English through bilingual education [Recurso electrónico]. Edition: -. Author: -. Publisher: Newcastle upon Tyne, UK : Cambridge Scholars Pub., 2012 (Library)
- CLIL experiences in secondary and tertiary education : in search of good practices . Edition: -. Author: -. Publisher: Bern : Peter Lang AG, 2016 (Library)
- Applied linguistics perspectives on CLIL . Edition: -. Author: -. Publisher: Amsterdam : John Benjamins Publishing Company, [2017] (Library)
- Fundamentos de educación bilingüe y bilingüismo. Edition: -. Author: Baker, Colin. Publisher: Madrid: Cátedra, D.L. 1997 (Library)