Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Optativo / Mención en Lengua extranjera: Inglés

Optional/ Foreign Language: English Mention

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Contents

Esta asignatura está dirigida a alumnos del Grado en Educación Infantil en la mención de lengua extranjera. A través de esta asigntura, los/as alumnos/as entenderán los principios subyacentes a AICLE y esto les permitirá diseñar y adaptar unidades didácticas basadas en los principios AICLE. Los conocimientos que van a adquirir también les permitirán seleccionar y adaptar los recursos más adecuados para potenciar el aprendizaje de la lengua extranjera y del contenido curricular a través de secuencias didácticas AICLE.
Este asigntura se impartirá en lengua inglesa combinando la teoría y la práctica de manera que se realicen ejemplos prácticos y personales de las partes teórica

This subject is addressed to students of the Degree in Early Childhood 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. Competencias básicas
CB2 Que los estudiantes sepan aplicar sus conocimientos a su trabajo o vocación de una forma profesional y posean las competencias que suelen demostrarse por medio de la elaboración y defensa de argumentos y la resolución de problemas dentro de su área de estudio.
CB4 Que los estudiantes puedan transmitir información, ideas, problemas y soluciones a un público tanto especializado como no especializado.
CB5 Que los estudiantes hayan desarrollado aquellas habilidades de aprendizaje necesarias para emprender estudios posteriores con un alto grado de autonomía.
2.2. Competencias generales
CG1 Conocer las áreas curriculares de la Educación Primaria, la relación interdisciplinar entre ellas, los criterios de evaluación, y el cuerpo de conocimientos didácticos en torno a los procedimientos de enseñanza y aprendizaje respectivos.
CG2 Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profesionales del centro.
CG3 Abordar con eficacia situaciones de aprendizaje de lenguas en contextos de diversidad, multiculturales y plurilingües. Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales contenidos en el currículo escolar.
CG8 Mantener una relación crítica y autónoma respecto de los saberes, los valores y las instituciones sociales públicas y privadas.
CG11 Conocer y aplicar en las aulas las tecnologías de la información y la comunicación. Discernir selectivamente la información audiovisual que contribuya a los aprendizajes, a la formación cívica y a la riqueza cultural.
CG12 Comprender la función, las posibilidades y los límites de la educación en la sociedad actual y las competencias fundamentales que afectan a los colegios de educación primaria y a sus profesionales. Conocer modelos de mejora de la calidad con aplicación a los centros educativos.
2.3. Competencias transversales
CT1 Demostrar una competencia lingüística en inglés, francés, alemán o italiano equivalente a un nivel B1 del ¿Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación¿ del Consejo de Europa.

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 curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the body of didactic knowledge involved in the respective teaching and learning procedures.

GP2 - To design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and school professionals.

GP3 - To address language learning situations effectively in contexts of diversity which are multicultural and multilingual. To encourage reading and the critical commentary of texts from the different scientific and cultural fields found in the school curriculum.

GP8 -To maintain a critical, independent relationship with respect to knowledge, values and social institutions, both private and public.

GP11 - To be familiar with Information and Communication Technology, and apply it in the classroom. To distinguish the audiovisual information which contributes to learning, civic education and cultural richness in a selective manner.

GP12 - To understand the function, possibilities and limits of education in today's society and the core competences which affect primary schools and the professionals who belong to them. To be familiar with quality improvement models as applicable to education centres.

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Specific proficiencies

CE1 Conocer los objetivos, los contenidos curriculares, el significado de las áreas y la organización, la metodología y los criterios de evaluación de la Educación Primaria.
CE2 Diseñar, planificar y evaluar los procesos de enseñanza y de aprendizaje atendiendo a criterios interdisciplinares y disciplinares con otros profesionales.
CE3 Fomentar la lectura y el comentario crítico de textos de los diversos dominios científicos y culturales. Expresarse oralmente y por escrito con corrección, y dominar situaciones de aprendizaje de lenguas en contextos de diversidad.
CE4 Diseñar y regular espacios de aprendizaje en contextos de diversidad, multiculturales y plurilingües. Atender las necesidades singulares del alumnado, la igualdad de género, la equidad, el respeto y los derechos humanos.
CE8 Mantener una relación crítica y autónoma respecto de los saberes, los valores y las instituciones implicadas en la educación.
CE11 Conocer las implicaciones educativas de las tecnologías de la información y la comunicación.
CE12 Organizar de forma activa los procesos de enseñanza y de aprendizaje de los contenidos de la Educación Primaria desde una perspectiva de desarrollo de competencias. Conocer modelos de mejora de la calidad.
CE14 Contextualizar la acción docente ante los cambios políticos, sociales, y pedagógicos, fomentar la educación democrática y el desarrollo de una ciudadanía activa para la consecución de un futuro sostenible.

3. SPECIFIC PROFICIENCIES

SP1 - To be familiar with the objectives, curricular content, meaning of the areas and organisation, methodology and evaluation criteria of Primary Education.

SP2 - To design, plan and evaluate teaching and learning processes with other professionals according to interdisciplinary and disciplinary criteria.

SP3 - To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.

SP4 - To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.

SP8 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.

SP11 - To be familiar with the educational implications of Information and Communication Technology.

SP12 - To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.

SP14 - To contextualise teaching work in the face of political, social and pedagogical changes, and to foster democratic education and the development of active citizenship to achieve a sustainable future.

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Learning outcomes

Los resultados de aprendizaje son la concreción de las competencias que el estudiante adquirirá en la materia. Se establecen tres niveles:

- Óptimo: adquisición del 100% de las competencias y maestría en al menos el 75% de ellas.
- Medio: adquisición de la mayoría de las competencias pretendidas en la materia y maestría en aquellos aspectos que contribuyen a las competencias específicas del título.
- Deficiente: insuficiente adquisición de los aspectos que contribuyen a las competencias específicas del título.
Un estudiante obtiene una calificación de APTO si el nivel de aprendizaje es óptimo o medio.
Estos resultados de aprendizaje (R) se concretan en:

The learning outcomes refer to the proficiencies that the student will adquire in the subject. There are three levels:

- Optimum: Adquisition of 100% of proficiencies, dominating at least 75% of them

- Medium: Adquisition of most of the proficiencies, dominating those skills that contribute to the specific proficiencies of the grade

- Deficient: Poor adquisition of skills that contribute to the specific proficiencies of the grade

A student will get a pass ("APTO") grade if the learning level is optimum or medium

At the end of the course students should be able to:

-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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Languages

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

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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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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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