Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Optional / Mention in Foreign Language: English

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Contents

This subject is addressed to students of the Degree in Infant Education in the mention of foreign language. Through this subject, students will understand the principles underlying CLIL and this will enable them to design and adapt didactic units based on CLIL principles. The knowledge they will acquire will also allow them to select and adapt the most appropriate resources to enhance the learning of the foreign language and the curricular content through CLIL teaching sequences.
This subject will be taught in the English language combining theory and practice in such a way as to make practical and personal examples of the theoretical parts

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Descriptors

The aim of this course is to acquire the theoretical principles and skills underpinning CLIL, Content and Language Integrated Learning. Students attending the course will develop the necessary skills and acquire the tools to be able to plan, design and implement CLIL lessons and to make informed decisions on how to teach using CLIL.  

Keywords: principles, resources, language in CLIL, lesson plan, EFL

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General proficiencies

2.1 Basic Proficiencies 

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

BP5 - Students have developed those learning skills required in order to undertake further studies with a considerable degree of self-reliance.

2.2. General Proficiencies

GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.

GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.

GP9 - To be familiar with the organization of early childhood education centers and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.

2.3. Transverse Proficiencies

TP1 - To demonstrate a level of competence in English, French, German or Italian equivalent to the B1 level of the Council of Europe¿s Common European Framework of Reference for Languages.

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Specific proficiencies

SP1 - To be familiar with the objectives, curricular content, organization, methodology and evaluation criteria of Early Childhood Education.

SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

SP3 - To design learning spaces in contexts characterized by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.

SP7 - To be familiar with the educational implications of Information and Communication Technology.

SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP12 - To organize actively the processes of teaching and learning the contents of Early Childhood Education from a perspective of skills development.

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Learning outcomes

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are

established:

- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.

- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in

those aspects contributing to the specific competencies of the title.

- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the

title.

A student gets a grade of APTO if the level of learning is optimal or medium.

In this subject these learning outcomes are specified as follows:

R1: Identify the defining characteristics of CLIL for successful teaching of content subjects through a foreign language.

R2: Distinguish between CLIL and non-CLIL approaches to foreign language teaching.

R3: Apply the principles of CLIL for designing and assessing CLIL teaching proposals

R4: Create an original ready-to-use CLIL unit 

R5: Assess a CLIL unit as for its suitability according to the criteria discussed in class. 

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Methodology

5.1. Teaching methods

 5.2. Learning activities

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Evaluation

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Agenda

1. What is CLIL?

2. How to CLIL

3. Designing materials for CLIL

4. Assessment in CLIL

5. Future directions

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Bibliography

Access the bibliography that your professor has requested from the Library.

10.1. Bibliografía básica

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practicce. Oxford (U.K): Oxfor University Press.

Dale, L., W. van der Es & Tañer, R. (2011). CLIL Skills. Leiden: ICLON Universiteit Leiden
Coyle, D., Hood, P., and Marsh, D. (2010). CLIL. Cambridge: Cambridge University Press.

10.2. Bibliografía complementaria 

Anderson , L. W. and Krathwohl, D. R. (eds.) A Taxonomy for Learning Teaching and Assessing: A Revision of Bloom¿s Taxonomy of Educational Objectives, New York: Longman.
Bjorklund, D.F. (1995). Children¿s thinking: Developmental function and individual differences (second edition). Pacific Grove, CA: Brooks/Cole.
Consejería de Educación. 2005. ACUERDO de 22 de marzo de 2005, del Consejo de Gobierno, por el que se aprueba el Plan de Fomento del Plurilingüismo en Andalucía. B.O.J.A. nº 65, de 5 de abril.
Long, M.H., 1996. The role of the linguistic environment in second language acquisition. In: Ritchie, C., Bhatia, T.K. (Eds.), Handbook of Language Acquisition . Second Language Acquisition. AcademicPress, New York. pp. 413-468
Coyle, D. 2002. Relevance of CLIL to the European Commission¿s language learning objectives. In D. Marsh (ed.) CLIL/EMILE _ The European Dimension: Actions, Trends and Foresight Potential. Public Services Contract DG EAC. Strasbourg: European Commission.
Coyle, D. 2007. Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism Vol 10, No 5, pp. 543-562.
European Commission: http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm
Gallardo del Puerto, F. García Lecumberri, M.L., and Gómez Lacabex, E. 2009. Testing the effectiveness of content and language integrated learning in foreign language contexts: assessment of English pronunciation. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, pp. 63-80.
García Mayo, M. P. and García Lecumberri, M. L. 2003. Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters.
García Mayo, M. P. and Villarreal, I. 2011. The development of suppletive and affixal tense and agreement moprhemes in the L3 English of Basque-Spanish bilinguals. Second Language Research 27 (1), pp. 129-149.
Genesee, F. 2006. Una revisió dels programes d¿immersió en francès al Canadà [An Overview of French Immersion Programmes in Canada]. In Generalitat de Catalunya (ed.), El coneixement de les llengües a Catalunya [Knowing about Languages in Catalonia]. Barcelona: Departament d¿Educació i Universitats, pp. 56-77.
Ionin, T. and Wexler, K. 2002. Why is ¿is¿ easier than ¿-s¿? Acquisition of tense/agreement morphology by child second language learners of English. Second Language Research 18 (2), pp. 95-136.
Lardiere, D. 1999. Suppletive agreement in second language acquisition. In A. Greenhill et al. (eds.) Proceedings of BUCLD 23. Somerville, MA: Cascadilla Press.
Lasagabaster, D. 2008. Foreign language competence and language integrated courses. The Open Applied Linguistics Journal 1, pp. 31-42.
Lasagabaster, D. and Sierra J.M. 2010. Immersion and CLIL in English: more differences than similarities. ELT Journal 64, pp. 376-395.
Lázaro Ibarrola, A. and García Mayo, M.P. 2012. L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics (IRAL).
Ley Orgánica 2/2006, de 3 de mayo, de Educación, BOE nº. 106, de 4 de mayo de 2006 [2/2006 Organic Law of Education, May 3rd]
Llinares García, A., Dafouz, E. and Whittaker, R. 2007. A linguistic analysis of compositions written by Spanish learners of social sciences in CLIL contexts. In D. Wolff and D. Marsh (eds) Diverse contexts converging goals. Content and language integrated learning in Europe. Volume 4 . Peter Lang: Frankfurt, pp. 227-236.
Llinares, A. and Whittaker, R. 2006a. Register differences in EFL learners¿ written and spoken texts: an early introduction into the language of the disciplines. Paper presented at the European Systemic Functional Linguistics Conference, Trieste, Italy.
Llinares, A. and Whittaker, R. 2006b. Oral and written production in social science. Vienna English Working Papers, 15 (vol. 3), pp. 28-32. http://www.univie.ac.at/Anglistik/views15_3_clil_special.pdf (Last accessed on October 26th 2010).

Lorenzo, F., Casal, S, Moore, P and Alfonso, Y.M. 2009. Bilingüismo y Educación: Situación de la Red de Centros Bilingües de Andalucía [Actualidades] (Sevilla:Centra)

Maljers, Anne, Marsh, David, and Wolff, Dieter, ed. (2007). Windows on CLIL: Content and Language Integrated Learning in the European Spotlight. La Haya: European Platform for Dutch Education, and Graz: European Centre for Modern Languages. http://www.ecml.at/mtp2/CLILmatrix/index.htm.

 Marsh, David (2002). CLIL/EMILE: The European dimension - Actions, trends and foresight potential. Prepared under Public Services Contract DG EAC 36 01 Lot 3 - 09/2002. University of Jyväskylä (Finland), pp. 205. http://europa.eu.int/comm/education/policies/lang/languages/download/david_marshreport.pdf

 Marsh, D. 2009. Foreword to Content and Language Integrated Learning: Evidence from Europe. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds) Content and Language Integrated Learning: Evidence from Research in Europe, pp. vii-viii. Clevedon: Multilingual Matters.

Martínez Adrián, M. and Gutiérrez Mangado, J. 2009. The Acquisition of English Syntax by CLIL Learners in the Basque Country. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, pp. 176-196.
Mayer, M. 1969. Frog, where are you? New York: Dial Books for Young Readers.

Mehisto, P., Marsh, D. and M. J. Frigols. (2008). Uncovering CLIL.: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: McMillan.

Mehisto, P., Bertaux, P, and Frigols-Martín, M.J. 2009. Core CLIL activators. Available at http://www.ccn-clil.eu/activators/index.html (Last accessed on May 5th 2012)

Moreno, S. 2009. Young Learners¿ L2 Word Association Responses in Two Different Learning Contexts. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, pp: 93-111.
Muñoa, I. 2003. Eleanitz-English: Gizarte Zientziak ingelesez. Sociolinguistika Aldizkaria ISEI-IVEI. 2007. Alumnado trilingüe en secundaria: una nueva realidad. Accessible at http://www.isei-ivei.net/cast/pub/Alumnado-triling-final.pdf49, pp. 79-97.
Muñoz, C. (ed.). 2006. Age and the Rate of Foreign Language Acquisition. Clevedon. Multilingual Matters.
Muñoz, C. 2003. Los avances canadienses en la enseñanza de segundas lenguas: Reflexiones sobre nuestra situación [Canadian Developments in the Teaching of Second Languages: Reflections on Our Situation], Anuari de Filologia, XXV, A, 12.
Muñoz, C. 2007. CLIL. Some thoughts on its psycholinguistic principles. Revista Española de Linguistica Aplicada ¿ RESLA, Número extraordinario 1, pp. 17-26.
Navés, T. and Victori, M. 2010. CLIL in Catalonia: An Overview of Research Studies. In D. Lasagabaster and Y. Ruiz de Zarobe (eds), CLIL in Spain: Implementation, Results and Teacher Training. Cambridge: Cambridge Scholars Publishers, pp. 30-54.
Nevid, J.S. 2009. Pshychology: Concepts and Applications. Boston: Houghton Mifflin Company.
Pérez Cañado, M.L. 2012. CLIL Research in Europe: Past, Present and Future. International Journal of Bilingual Education and Bilingualism 15:3, 315-341.
Pérez-Vidal, C. 2009. The integration of Content and Language in the classroom: A European approach to education (The second time around). In Dafouz Milne, E.; Guerrini, M. (eds.). CLIL across educational levels: Experiences from Primary, Secondary and Tertiary Contexts. 1 ed. Madrid: Santillana Educación S.L., Richmond Publishing; pp. 25-40.
Piaget, J. 1964. Six Psychological Studies. New York: Vintage.
Rifkin, B. A. 2005. A ceiling effect in traditional classroom foreign language instruction: Data from Russian. The Modern Language Journal 89, pp. 3-18.
Ruiz de Zarobe, Y. 2008. CLIL and foreign language learning: A longitudinal study in the Basque Country. International CLIL Research Journal 1 (1), pp. 60-73.
San Isidro, X. 2010. An insight into Galician CLIL: Provision and Results. In D. Lasagabaster and Y. Ruiz de Zarobe (eds), CLIL in Spain: Implementation, Results and Teacher Training. Cambridge: Cambridge Scholars Publishers, pp. 55-78
Van de Craen, P., Mondt, K., Allain, L. and Gao, Y. 2007. Why and how CLIL works. An outline for CLIL theory. Vienna English Working Papers (Views) 16 (3), 70-78. http://www.univie.ac.at/Anglistik/Views_0703.pdf (Last accessed on October 26th 2010)
Villarreal, I. 2011. Tense and Agreement in the Non-native English of Basque-Spanish Bilingual: Content and Language Integrated Learning vs. the Learning of English as a School Subject. Unpublished PhD. The University of the Basque Country.
Villarreal, I. and García Mayo, M.P. 2009. Tense and agreement morphology in the interlanguage of Basque/Spanish Bilinguals: CLIL vs. non-CLIL. In Y. Ruiz de Zarobe and R.M. Jiménez Catalan (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters. pp. 157-175.
White, L. 2008. Some puzzling features of L2 features. In J. Liceras, H. Zobl and H. Goodluck (eds), The role of features in second language acquisition. Mahwah, NJ: Lawrence Erlbaum. pp. 301-326.
Whittaker, R. and Llinares, A. 2009. CLIL in Social Science Classrooms: Analysis of Spoken and Written Productions. In Y. Ruiz de Zarobe and R.M. Jiménez Catalán (eds), Content and Language Integrated Learning: Evidence from Research in Europe. Clevedon: Multilingual Matters, pp. 215-234.
Zobl, H. and Liceras, J. 1994. Functional categories and acquisition orders. Language Learning 44, pp. 159-80.
¿ Videos:
Marsh answering some basic questions / concerns about CLIL: http://www.youtube.com/watch?v=-Czdg8-6mJA&feature=related
Two girls commenting on pre-CLIL language teaching: http://www.youtube.com/watch?v=4YoCQYJezNA
Why CLIL summary: http://www.youtube.com/watch?v=9HhVnG0AYfI&feature=endscreen&NR=1
¿ Sites:
CIREL (Resources for Foreign Language Learning): http://srvcnpbs.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=181&Itemid=212 
CLIL Cascade Network (CCN): www.ccn-clil.eu
Core CLIL activators: http://www.ccn-clil.eu/activators/index.html
LOCIT- Lesson Observation and Critical Incident Technique: http://www.abdn.ac.uk/~edu307/
Science across the World: http://www.scienceacross.orgDesarrollo por los profesores
Isabel Pérez: www.isabelperez.com

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Languages

The language of the course is English. English is used as a means of instruction and of communication.

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Location

Campus Arrosadía de la Universidad Pública de Navarra. Para conocer el aula o aulas concretas, consulte en la página Web de la Facultad de Ciencias Humanas y Sociales.

https://www.unavarra.es/fac-humanasysociales/estudios/grado/lehen-hezkuntzako-irakasleen-gradua/ordutegiak?submenu=yes

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