Universidad Pública de Navarra - Nafarroako Univertsitate Publikoa

Module/Subject matter

Específico / Aprendizaje y enseñanza de las disciplinas

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Contents

This subject is addressed to future secondary teachers who will teach their specialized content in a foreign language. Through this subject, students will understand the principles underlying CLIL and this will enable them to design and adapt didactic units or projects 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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General proficiencies

COMPETENCIAS BÁSICAS
CB7 - Que los estudiantes sepan aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos nuevos o poco conocidos dentro de contextos más amplios (o multidisciplinares) relacionados con su área de estudio
CB9 - Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos especializados y no especializados de un modo claro y sin ambigüedades
CB10 - Que los estudiantes posean las habilidades de aprendizaje que les permitan continuar estudiando de un modo que habrá de ser en gran medida autodirigido o autónomo.
COMPETENCIAS GENERALES
CG2 - Planificar, desarrollar y evaluar el proceso de enseñanza y aprendizaje potenciando procesos educativos que faciliten la adquisición de las competencias propias de las respectivas enseñanzas, atendiendo al nivel y formación previa de los estudiantes así como la orientación de los mismos, tanto individualmente como en colaboración con otros docentes y profesionales del centro.
CG3 - Buscar, obtener, procesar y comunicar información (oral, impresa, audiovisual, digital o multimedia), transformarla en conocimiento y aplicarla en los procesos de enseñanza y aprendizaje en las materias propias de la especialización cursada.
CG6 - Adquirir estrategias para estimular el esfuerzo del estudiante y promover su capacidad para aprender por sí mismo y con otros, y desarrollar habilidades de pensamiento y de decisión que faciliten la autonomía, la confianza e iniciativa personales.

COMPETENCIA TRANSVERSAL
CT - Demostrar una competencia lingüística en castellano y, en su caso, en euskara o en una lengua extranjera (inglés), equivalentes a un nivel C2 del "Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación" del Consejo de Europa.

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Specific proficiencies

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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:
- Alto: 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 alto o medio.

En esta asignatura, estos resultados se concretan en:
R1 - Muestra conocimientos para el desarrollo de proyectos en un contexto AICLE
R2 - Implementar y adaptar actividades didácticas
R3 - Elaborar un proyecto en un contexto AICLE
R4 - Resolver problemas teórico-prácticos relativos a AICLE

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Methodology

Metodologías docentes

Actividades formativas

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Evaluation

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Agenda

1. What is CLIL?
1.1 Methodological principles of CLIL
1.2 The mixing desk metaphor

2. How to CLIL
2.1 Activating
2.2 Providing input
2.3 Guiding understanding
2.4 Encouraging speaking and writing
2.5 Assessing and guiding feedback

3. CLILing
3.1 Peer feedback process
3.2 Micro teaching

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Bibliography

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

Basic Bibliography

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford, UK: Oxford Universtiy Press.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Cambridge: Cambridge University Press.

Dale, L., & Tanner, R. (2012) CLIL activities: A resource for subject and language teachers. Cambridge: Cambridge University Press.

Dale, L., W. van der Es & Tanner, R. (2011). CLIL Skills. Leiden: ICLON Universiteit Leiden

Diaz, M.C. (2016). Classroom English for CLIL teachers. Madrid: Editorial CCS.

Gibbons, P. (2015). Scaffolding language scaffolding learning. Portsmouth, NH: Heinemann.

López Hernández, A. (2016). Language analysis for English and CLIL teachers: a practical guide. Madrid: Editorial CCS.

Llul, J., Fernández, R., Johnson, M., & Peñafiel, E. (2016). Planning for CLIL: Designing effective lessons for the bilingual classroom. Madrid: Editorial CCS.

Maljers, A., Marsh, D., & Wolff, D. (Eds.). (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

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

In-depth bibliography

Anderson , L. W., & Krathwohl, D. R. (2001). (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.

Burgui, B. (2013). Oral production and interaction with communicative tasks in the classroom. Unpublished TFG. Pamplona: Universidad Pública de Navarra.

Cenoz, J. (2017). Translanguaging in School Contexts: International Perspectives. Journal of Language, Identity and Education, 16(4), 193-198.

Clegg, J. (2002a). Language across the curriculum. The British example: ¿The national literacy strategy¿. San Sebastián: Jardunaldi Pedagogikoak.

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.

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.

Cummins, J. (1984). Bilingual education and special education: Issues in assessment and pedagogy. Clevedon, UK: Multilingual Matters.

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.

European Commission:  http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm

Fields, D.L. (2017). 101 Scaffolding Techniques for language teaching and learning. Barcelona: Octaedro.

Gallardo del Puerto, F. García Lecumberri, M.L., & 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., & García Lecumberri, M. L. (2003). Age and the Acquisition of English as a Foreign Language. Clevedon: Multilingual Matters.

García Mayo, M. P. & Villarreal, I. (2011). The development of suppletive and affixal tense and agreement morphemes 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.

Gibbons, P. (2009). English learners, academic literacy and thinking. Portsmouth, NH. Heinemann.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom. Portsmouth, NH. Heinemann.

Harmer, J. (2012). Teacher knowledge: Core concepts in English language teaching. Harlow: Pearson Education Limited

Lasagabaster, D. (2008). Foreign language competence and language integrated courses. The Open Applied Linguistics Journal 1, pp. 31-42.

Lasagabaster, D., & Sierra J.M. (2010). Immersion and CLIL in English: more differences than similarities. ELT Journal 64, pp. 376-395.

Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging Minority Language Isolation: Translanguaging in a Trilingual School in the Basque Country. Journal of Language, Identity and Education, 16(4), 216-227.

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]

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

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

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.

Marsh, D., & Langé, G. (2000). Using languages to learn and learning to use languages. Finland: Unviersity of Jyväskylä.

Mehisto, P. & Luciento, S. (2010). Clil essentials ¿ Online document. Retrieved from http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060

Mehisto, P. (2012) Criteria for producing CLIL learning material. Revista Encuentro: Revista de investigación e innovación en la clase de idiomas, 21, pp. 15 ¿ 33. Retrieved from http://www.encuentrojournal.org/numeroult.php#SlideFrame_1

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

Muñoa, I. (2011). CLIL as a catalyst for change: The case of the Ikastolas. Retrieved from http://www.eleanitz.org/sites/default/files/Articles/CLIL%20as%20a%20catalyst%20for%20change.pdf

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.

Nevid, J.S. 2009. Pshychology: Concepts and Applications. Boston: Houghton Mifflin Company.

Pavón, V., & Rubio, F. (2010). Teachers¿ Concerns and Uncertainties about the Introduction of CLIL Programmes. Porta Linguarum, 14, 45-58.

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.

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

Sweetwater District­Wide Academic Support Teams. (2010). Academic Language Function Toolkit. Retrieved from http://www.htsb.org/wp­content/uploads/201 4/07/Academic­Language­Functions­toolkit.pdf

Van de Craen, P., Mondt, K., Allain, L. & 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. & 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.

Wells, G., & Chan-Wells, G.L. (1992). Constructing knowledge together. Portsmouth, NH: Heinemann.

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.

Videos

Departament D¿educació. (2008). Projecte CLIL. Matemàtiques en anglés. Retrieved from http://www.edu3.cat/Edu3tv/Fitxa?p_id=29785&p_niv=2215&p_are=2248&p_tip=VIDEO

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://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=181&Itemid=212

CLIL ¿ Objectives and ResourceKit in Education www.coreproject.no/

CLIL Cascade Network (CCN): www.ccn-clil.eu

Core CLIL activators: http://www.ccn-clil.eu/activators/index.html

Isabel Pérez: www.isabelperez.com

LOCIT- Lesson Observation and Critical Incident Technique: http://www.abdn.ac.uk/~edu307/

Maljers, A., Marsh, D., Kitanova, S., Wolff, D., & Zielonka, B. (n.d.) CLIL Matrix Retrieved from http://archive.ecml.at/mtp2/CLILmatrix/EN/qMain.html

Science across the World: http://www.scienceacross.org

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Languages

English

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Location

Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.

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