Public University of Navarre



Academic year: 2022/2023 | Previous academic years:  2021/2022  |  2020/2021  |  2019/2020  |  2018/2019 
Bachelor's degree in Primary Education at the Universidad Pública de Navarra
Course code: 302715 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
Lecturers
VILLARREAL OLAIZOLA, IZASKUN (Resp)   [Mentoring]

Partes de este texto:

 

Module/Subject matter

Optativo / Mención en Lengua extranjera: Inglés

Optional/ Foreign Language: English Mention

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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

Code Description
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

Code Description Present h. Non-present-h
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
LA4 Self-study/reading   38
LA5 Tutorials 2  
    66 84

 

 

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Relationship between formative activities and proficiencies

  Competencias
Actividad Básicas Generales Transversales Específicas
AF1 CB2; CB4 CG1; CG2; CG12 CT1 CE1; CE2; CE3; CE12
AF2 CB2; CB4; CB5 CG1; CG2; CG3; CG11; CG12 CT1 CE1; CE2; CE3; CE4; CE8; CE11; CE12; CE14
AF3 CB2; CB4; CB5 CG1; CG2; CG3; CG8; CG11; CG12 CT1 CE1; CE2; CE3; CE4; CE8; CE11; CE12; CE14
AF4 CB2; CB4; CB5 CG1; CG2; CG11 CT1 CE1; CE2; CE4; CE11
AF5 CB2; CB4   CT1  

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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

 

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  

 

 

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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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Agenda

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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Bibliography

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


Bibliography

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

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

 

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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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