|Course code: 301715||Subject title: INTEGRATED CONTENTS AND FOREIGN LANGUAGE LEARNING (ENGLISH)|
|Credits: 6||Type of subject: Optative||Year:||Period: 1º S|
|Department: Ciencias Humanas y de la Educación|
|VILLARREAL OLAIZOLA, IZASKUN (Resp) [Mentoring ]||LASHERAS BALDUZ, JESÚS [Mentoring ]|
|RAMOS MANJON, SARA [Mentoring ]|
Optional / Mention in Foreign Language: English
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.
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.
Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are
- 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
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.
5.1. Teaching methods
|TM1||Lecture with full attendance|
|TM2||Interaction in large group|
|TM3||Interaction in medium-sized group|
|TM4||Interaction in small group|
|TM4||Individualised interaction: tasks and guidelines for autonomous study|
5.2. Learning activities
|LA1||Theory classes (foundation, examples, proven applications and developments)||30|
|LA2||Practical classes or, in the event, practical experience (in the field)||30|
|LA3||Preparation of papers and oral defence||4||42|
|AF1||CB2; CB4||CG1; CG3; CG6; CG7; CG12||CT1||CE1; CE3; CE6; CE12|
|AF2||CB2; CB4; CB5||CG1; CG3; CG6; CG7; CG11; CG12||CT1||CE1; CE3; CE6; CE7; CE11; CE12;|
|AF3||CB2; CB4; CB5||CG1; CG3;CG6; CG7; CG9; CG11; CG12||CT1||CE1; CE3; CE6; CE7; CE11; CE12;|
|AF4||CB2; CB4; CB5||CG1; CG3; CG9; CG11||CT1||CE1; CE4; CE11|
The language of the course is English. English is used as a means of instruction and of communication.
|Learning outcomes||Assessment activity||Weight (%)||It allows test resit||Minimum required grade|
|R1, R2, R3||Summary of CLIL underpinnings and ICT integration activity 1 and 2||15%||Yes. By improving the ICT and CLIL integration in activity 2.|
|R1, R3, R4||Group unit creation||30%||Yes. By improving it in the "group unit improvement" task.||5|
|R1, R3, R4||Group unit improvement||30%
||Yes. By handing out a revised version of the assignment.||5|
|R1, R2, R3, R5||Group analysis of a CLIL unit||25%||No|
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
1. What is CLIL?
2. How to CLIL
3. Designing materials and tasks for CLIL
4. Scaffolding in CLIL.
5. Assessment in CLIL
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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.
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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.
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
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
CLIL Media. Patrick de Boer. https://www.clilmedia.com/articles/
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 Desarrollo por los profesores
Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences