MEBS06 CLIL Courses Planning & Design

Transcription

1 MEBS06 CLIL Courses Planning & Design Guía Didáctica CLIL Courses Planning and Design. 1 DLAE.

2 Asignatura: Diseño y programación de cursos CLIL Carácter: Obligatoria Idioma: Inglés Modalidad: Blended Créditos: 4 Curso: 1 Grupo: Único Semestre: 1 Profesores/Equipo Docente: Ana Otto 1. REQUISITOS PREVIOS Demonstrate sufficient performance at level B2 in English 2. BREVE DESCRIPCIÓN DE CONTENIDOS Bilingual programs have progressively become a reality in Spanish public schools in the last decades. Although the different autonomous communities have adapted their programs to their own peculiarities, all the bilingual programs are based on the CLIL methodology, which considers that second (and even third) foreign languages are best learnt and most naturally acquired when used as a vehicle for learning other curricular. Therefore, this course aims at giving answer to this great social demand by providing future bilingual teachers with the necessary background knowledge and teaching skills to perform their duties in the newly-created Primary and Secondary bilingual schools. This course deals with the linguistic theories behind bilingual education as well as with the different bilingual educational models implemented in Spain. It also deals with the implications that a bilingual syllabus has on the organization of the teachers work and on classroom management. Finally, it covers the practical use of the CLIL methodology in the design of integrated curricula, in the development of the students skills and competences, and students performance in tasks and activities 3. RESULTADOS DEL APRENDIZAJE The student will progressively acquire the following competences: 3.1. Basic competences CB1: Know how to apply the acquired knowledge and the problem-solving skills to new or less familiar contexts in multidisciplinary settings related to his/her area of study. CB3: Know how to communicate conclusions as well as knowledge, and give reasons to support them to a general and specialized public in a clear manner without ambiguity. CB4: Know how to continue learning autonomously or in a self-directed manner General competences CG2: Know about the specific problems, linguistic or cultural, involved in foreign language learning in bilingual education settings. CG6: Know how to communicate with colleagues from the academic world and with society in general about his/her knowledge field. CG7: Acquire basic theoretical knowledge to support an informed teaching practice Specific competences CE1: Design integrated curricula with linguistic within his/her study field to develop bilingual programmes English/Spanish. CE2: Create and adapt didactic materials for English/Spanish bilingual education by adjusting the linguistic level, taking into account the different learning rythms and adapting authentic material for didactic purposes. CE6: Incorporate new strategies, teaching materials and ICT to the activities in the English/Spanish bilingual class. CE8: Be able to use English and Spanish specialized terminology within the area of second language acquisition. CE9: Be able to value, select and use adequate literary texts to develop his/her linguistic competence and bring closer the foreign language socio-cultural context (English/Spanish). CE10: Be able to communicate fluently at a C1 level according to the MCERL. CE13: Know and apply the advantages of the communicative and the task-based learning approach to Guía Didáctica CLIL Courses Planning and Design. 1 DLAE.

3 interact linguistically in English and in Spanish. CE14: Know about the teaching/learning methodology based on the integration of language and content (CLIL), as well as know how to design and develop didactic activities based on such methodology. Upon successful completion of this subject the student will have achieved the following learning outcomes: Reflect about the implications of bilingual education. Know the different bilingual education models and their adequacy to the diverse educational contexts. Delve into the integrated curriculum model (CLIL). Know how to plan and design a bilingual integrated curriculum. Develop strategies, tools and techniques for a CLIL context. 4. ACTIVIDADES FORMATIVAS Y METODOLOGÍA The blended learning teaching and learning methodology combines face to face and online teaching. It relies on the use of ICT (Blackboard Learn Virtual Campus and Blackboard Collaborate to support autonomous and collaborative work (fora, chats, videoconference meetings, etc.), the guidance of professor (calendar, bulletin board, folder, links) and the delivery of activities (task and tool box). The program combines various elements to develop reflection on bilingual education and CLIL methodology, as well as on students own performance, mainly through group work and learning diaries. It is mainly communicative and interactive as it requires the participation of students and teacher in the discussion of major problematic issues. Active class participation is therefore a key aspect in this course, meaning that students must involve themselves in their learning process by asking and answering questions, answer questions, volunteering, actively listening and responding to others, etc. Preparation of learning materials (texts and other resources) proposed for discussion prior to classes is compulsory and essential. Further references will allow students to seek through the resources available and be able to judge critically for future learning and research. The training actions in this course are specified as follows: Learning sessions (AF1): 40% - On-campus teaching sessions - Online teaching sessions Learning activities, individual and in groups, apart from the learning sessions (AF2): 30% Tutorial sessions (AF3): 10% Additional training activities (AF4): 10% Assessment activities (AF7): 10% 5. SISTEMA DE EVALUACIÓN Assessment tools: 1. Participation in working groups and discussion. 2. Group and individual activities. 3. Exam. Evaluation Criteria: The student will be evaluated according to the degree in which he/she has Developed advanced communicative skills in English (B2.1) Practiced the five communicative skills through a communicative skills based on tasks Distinguished discursive and interactional aspects at the B2.1 level of competence Performed complex communicative tasks at an advanced level Accomplished efficient and autonomous learning to be responsible of his/her own learning process Self-evaluated his/her own learning 5.1. Ordinary Evaluation: Participation in groups and discussions (15%): Participation and discussions in on-line classes. Alternative summaries (5%) Participation and discussions in on-campus sessions. Alternative extra-activities (5%) Individual reflection in learning diaries and portfolio (5%) Directed activities (individual and group activities) to develop oral and written communicative skills (25% ) Exam (60%) Individual final exam (average oral and written) (30%) Oral group presentation (15%) Written group preparation didactic unit (15%)

4 Please note that - Your final mark will be the result of applying the corresponding percentages to the marks you obtain in ALL the compulsory assignments and exams. - You are expected to have read all the lesson prior to online and on-campus classes in order to actively participate in sessions. - You are obliged to have your assignments prepared and uploaded on the dates indicated in the master s basic agenda. Late work might not be accepted and might receive a lower mark. - You are required to develop the proposed activities yourself. Plagiarism (illegal and unauthorized copying) will be penalized with a zero grade 0 for the entire course Repeat Evaluation: Repeat exam (60%) The grades obtained in on-line exercises & activities, written assignments and oral presentations are kept (40%) 5.3. Restrictions: In order to make up the final average grade, the student is required to attend a 75% of the sessions specified in the syllabus. Also, it is necessary to obtain a pass (5) in the final exam (either in the regular or repeat evaluation). Any grade under 5 is considered a fail. 6. BIBLIOGRAFÍA Bibliografía básica: Anderson, L., Krathwohl, D. & Bloom, B A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. London: Longman. Bentley, K The TKT Course. Cambridge. Cambridge University Press. Coyle, D., Hood, P. & Marsh, D CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press. Dalton-Puffer, C., Nikula, T., Smit, U. (eds.) Language Use and Language Learning in CLIL. Amsterdam: John Benjamins Publishing. Gibbons, P Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann. Gibbons, P English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth: Heinemann. Lasagabaster, D. & Ruiz de Zarobe, Y CLIL in Spain: Implementation, Results and Teacher Training. Cambridge: Cambridge Scholars Publishing. Lyster, R Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins Publishing. Mehisto, P., Marsh, D. & Frigols, M Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. Oxford: Macmillan Education. Bibliografía complementaria: Baker, C Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters. Brewster J. & Ellis, G The Primary English Teacher s Guide. Harlow: Pearson Education Ltd. Brookhart, S How to Create and Use Rubrics for Formative Assessment and Grading. Virginia: ASCD Publications. Commission of the European Communities A New Framework Strategy for Multilingualism. Available at [last accessed on March 10th 2014] Dafouz, E. & Guerrini, M. C. (eds.) CLIL across Educational Levels. Madrid: Richmond Dalton-Puffer, C Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins Publishing. De Dios, J Teaching and Learning English through Bilingual Education. Cambridge: Cambridge Scholars Publishing. Fisher, D. & Frey, N Word wise and content rich, grades 7-12: five essential steps to teaching academic vocabulary. Portsmouth: Heinemann. Gibbons, P English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth: Heinemann. Harmer, J The Practice of English Language Teaching. London: Pearson Longman. Krashen, S. & Terrell, T The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon Press. Llinares, A. Morton, T. & Whittaker, R The Roles of Language in CLIL. Cambridge:

5 Cambridge Language Teaching Library. Marsh, D. & Wolff, D Diverse Contexts - Converging Goals: CLIL in Europe. Frankfurt: Peter Lang. Moore, B. & Stanley, T Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom. New York: Eye on Education (Routledge) Richards, J. & Rodgers, T Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. University of Aberdeen Learning Oriented Critical Incident Technique (LOCIT). Available at [accessed on March 10th, 2014] Resources on the Internet: BREVE CURRICULUM Ana Otto es licenciada en Filología Moderna (UCLM), DEA en Estudios Ingleses y Masters Degree en Enseñanza del inglés como lengua extranjera. Es profesora del Departamento de Lenguas Aplicadas de la Universidad Nebrija en grado y postgrado (Máster en Enseñanza Bilingüe). Ha trabajado como profesora de Enseñanza Secundaria, Escuelas Oficiales de Idiomas, y diversas universidades tales como UNIR, UEM y la Universidad de Alcalá en calidad de profesora asociada. Sus áreas de investigación están relacionadas con la educación bilingüe, didáctica de segundas lenguas, y la evaluación en CLIL/AICLE. Actualmente está finalizando su investigación doctoral acerca de la evaluación en CLIL. Ana Otto holds a degree and a Postgraduate Certificate in English Studies (UCLM), and a Masters Degree in Teaching English as a Foreign Language. She taught at Secondary Education, the Escuela Oficial de Idiomas and several universities such as UNIR, UEM and University of Alcalá. She teaches in graduate and postgraduate levels in the Department of Applied Linguistics at Nebrija University. Her main research interests are CLIL assessment, bilingual education and didactics of second and foreign languages. She is completing her doctoral research about assessment in CLIL.

6 8. LOCALIZACIÓN DEL PROFESOR Martes-Jueves Campus Nebrija. Se ruega contactar vía mail por adelantado: Tuesdays-Thursdays Nebrija Campus. Students are recommended to send an beforehand:

7 Online Sessions Horas Presenciales 9. CONTENIDO DETALLADO DE LA ASIGNATURA TÍTULO: Online and In campus planning CURSO ACADÉMICO: ASIGNATURA: CLIL Courses Planing and Design CURSO: 1 SEMESTRE: 1 CRÉDITOS ECTS: 4 DETAILED PLANNING OF ONLINE SESSIONS/IN CAMPUS SESSIONS Descripción Estudio individual y trabajos prácticos del alumno Horas/Semana Estudio teórico/práctico y trabajo. 1 -Application activities of units 1 & 2 -Language revision on - Revision of exercises and feedback 1,5 3, Explanation of : Theories behind the CLIL Approach (Unit 2) - Explanation of : Curriculum Integration & Collaborative Teaching in CLIL (Unit 3) -Explanation of : Working with the 4Cs & Collaborative Learning in CLI (Unit 4) -Explanation of : Activities & Tasks to Develop the 4Cs in the CLIL Classroom (Unit 5) -Explanation of : Learning to Learn, Assessment & Language Portfolio on at the virtual campu - Activities unit 2 (see further on at the virtual campu - Activities unit 3 (see further on activities at the virtual on at the virtual campu - Activities unit 4 (see further on at the virtual campu - Activities unit 5 (see further additional

8 In campus Sessión Horas presenciales 7 CLIL (Unit 6) -Explanation of : Learning to Learn, Assessment & Language Portfolio CLIL (Unit 7) - Whole course revision learning material; access to supplementary on at the virtual - Activities unit 6 (see further -Reading of compulsory and (see further on the virtual - Activities unit 7 (see further Sesiones de Teoría, Práctica y Evaluación continua Estudio individual y trabajos prácticos del alumno Horas/Semana Estudio teórico/práctico y trabajo Total -Explanation of : Introduction to the CLIL Approach (Unit 1) -Application activities of units 3 & 4 - Language revision - Students presentation - Application activities of units 5 & 6 - Language revision - Application activities of unit 7 - Language revision - Exam explanation on at the virtual campu - Activities unit 1 (see further on activities at the virtual on - Revision of exercises and feedback on - Revision of exercises and feedback -Practical activities on - Revision of exercises and feedback 1,5 8 1,5 8 1, horas

9