ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08

Transcription

1 Máster en Educación Bilingüe para Profesores de Primaria y Secundaria ASIGNATURA: CLIL Materials Development CÓDIGO: MEBS08

2 Subject: MEBS08 CLIL Materials Development Credits: 4 Type: Compulsory Course: Máster en Educación Bilingüe para Profesores de Primaria y Secundaria Semester: 2nd Academic Year: Lecturer: Prof. Beatriz López Medina 1. PREVIOUS REQUIREMENTS: Demonstrate sufficient performance at level B2 in English. 2. BRIEF COURSE DESCRIPTION: This course presents an overview on CLIL materials and activities conducted with the focus on designing CLIL integrated curricula. It aims to encourage students to create and adapt their own didactic materials as well as to promote ideas to develop foreign language learner s creativity and motivation towards the process of acquiring a second language. The course can be divided into three main sections: the elaboration process and the analysis and evaluation of CLIL didactic units, the selection and adaptation of texts to student s knowledge level and the use of ICT for learning and teaching CLIL, all of them within the perspective of the communicative approach and the task-based learning. The main goal is to provide a framework for teaching, learning and assessment which brings benefits to the learner with respect to both content learning and language learning processes as well as to make students reflect upon how we teach what we teach. 3. COMPETENCIES AND LEARNING OUTCOMES: The student will progressively acquire the following competences: CB1, CB3, CB4, CG2, CG6, CG7, CE1, CE2, CE6, CE8, CE9, CE10, CE13, CE14 Learning outcomes: Upon successful completion of this subject the student will be able to: Apply the acquired knowledge and problem-solving skills to the new field of study, foreign language learning and teaching. Communicate reasonably about topics related to their field of study. Independently acquire new knowledge in their study field, foreign language learning and teaching.

3 Know the linguistic and cultural problems in the teaching and learning of foreign languages. Communicate about the teaching and learning of foreign languages within the academic community and with society in general. Support their teaching practice with the knowledge they have acquired. Design integrated curricula in the area of bilingual teaching and learning. Create and adapt the most suitable materials for bilingual education taking into account the different levels of linguistic competence and learning paces. Incorporate new strategies, materials and technologies to the bilingual classroom activities. Use specialized terminology for the teaching and learning of foreign languages. Select and use adequate texts in order to develop linguistic and cultural competence in Spanish/English foreign language. Practice and acquire necessary skills to reach the C1 level in English. Know and apply the communicative approach and task-based learning for linguistic interaction in English and Spanish. Know the methodology of teaching and learning based on language and content integration (CLIL); and know how to design and develop didactic activities based on that methodology. 4. LEARNING ACTIVITIES AND METHODOLOGY The teaching methodology combines face and online teaching, so it will be a mixed methodology (blended learning), which relies on the use of ICT (Nebrija Virtual Campus on Blackboard platform) to support collaborative work (forums, chat, videoconference meeting) the guidance of Professor (calendar, bulletin board, links) and the delivery of jobs (tasks and tool box to work). The program combines various elements to develop methodological reflection on teaching contents through language and language through topics. This is specified in an interactive methodology that requires the participation of students and teacher in the discussion of issues. Class participation is a key aspect of this course which is based on a communicative approach. Participation means being able to ask questions, answer questions when called upon, volunteering answers to questions and actively listen to others. Previous reading of the texts proposed for discussion and further consideration will allow students to seek information through the resources available and be able to judge it critically for use in further learning and research processes.

4 The training actions of this Master are specified as follows: Teaching sessions In-campus teaching sessions Online teaching sessions Learning activities, individual and in groups outside the classroom sessions Tutorials Additional training activities LUA CIÓN 5. EVALUATION Assessment tools: 1. Attendance and participation in working groups and discussion. 2. Group and individual activities. 3. Development and delivery of presentation in the area of CLIL Materials Development. Evaluation criteria: Ability for teamwork and problem solving. Ability to search information through various sources and resources, to judge it critically and use it appropriately for teaching or research purposes. Ability to relate the content to teaching practice and other areas of knowledge. Active participation in class discussions. Ability to argue, defend with relevant data and contrast items proposed. Use of typographical, structural and presentation conventions as well as capacity for reflection, analysis and drawing conclusions Ordinary Evaluation: Directed Activities (practice, tutorials, exercises & on-line activities, final assignment: stand, etc.) 25% Online and in campus class participation (including forums) 15% Final Exam 60% Please note that your final mark is the result of the average of your marks providing you have completed compulsory assignments and exam. Students are expected to have all lessons and set tasks prepared on the dates indicated. Late work will not be accepted and will not receive a mark. Plagiarism (illegal and unauthorised copying) is penalised 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 presentation are kept 40%

5 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. BIBLIOGRAPHY AND REFERENCES: Basic: Coyle, D., Hood, P. and Marsh, D. (2010). CLIL. Cambridge: CUP. Fisher, D. and Frey, N. (2008). Word Wise and Content Rich. Portsmouth: Heinemann. Harwood, N. (2010) English Language Teaching Materials. Cambridge: CUP. Mehisto, P. (2012) Criteria for producing CLIL learning material in Encuentro. Revista de Investigación e Innovación en la Clase de Idiomas. 21,pp Available at Additional: Alderson, J.C. (2000). Assessing reading. Cambridge: CUP Beterridge, D., Buckby, M. and Wright, A. (2006). Games for Language Learning. Cambridge: CUP. Bee Chin N, N. and Wigglesworth, G. (2007) Bilingualism. An advanced resourced book. New York and Canada: Routledge Applied Linguistics. Bilbrough, N. (2007) Dialogue Activities: Exploring Spoken Interaction in the Language Class. Cambridge: CUP. Buck, G. (2009). Assessing Listening. Cambridge: CUP. Chambers, A., Conacher, J. E. and Littlemore. J. (2004). ICT and Language Learning. Integrating Pedagogy and Practice. Birmingham: University of Birmingham Press. Dale, L. and Tanner, R. (2012) CLIL Activities. A resource for subject and language teachers. Cambridge: CUP. Dudeney G. (2007). The internet and the language classroom. 2 nd Ed. Cambridge: CUP. Dudeney G and Holy, N. (2008). How to teach English with technology. Essex: Pearson Longman. Field. J. (2008). Listening in the language classroom. Cambridge: CUP. Freeman, J. and Richards, J. (1996). Teacher learning in Language Teaching. Cambridge: CUP. García Estaban, S. (2013). Three frameworks for developing CLIL materials in infant and primary education Encuentro. Revista de Investigación e Innovación en la Clase de Idiomas 22, pp Available at Gerngross G., Puchta, H. and Thornbury, S. (2006). Teaching grammar creatively. Cambridge: CUP. Griffiths G. and Keohane, K. (2000). Personalizing Language Learning. Cambridge: CUP. Hughes, A. (2008). Testing for Language Teachers. 8 th Ed. Cambridge: CUP. Luoma, S. (2009). Assessing speaking. Cambridge: CUP. McCarthy, M., O Keeffe, A. Walsh, S. (2010). Vocabulary Matrix. Andover, Hampshire: Heinle.

6 Maley, A. (2005). Drama techniques: a Resource Book of Communication Activities for Language Teachers. 3 rd Ed. Cambridge: CUP. Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D. Marsh - G. Langé. Finland: University of Jyväskylä. Mckay, P. (2005). Assessing Young Language Learners. Cambridge: CUP. Porter Ladousse, G. (2001). Role Play. 13 th Ed. Oxford: OUP. Richards, J.C. and Lockhart, C. (2002) Estrategias de reflexión sobre la enseñanza de idiomas. Madrid: CUP. Richards, J. and Rodgers, T. S. (2007). Approaches and Methods in Language Teaching. 2 nd Ed. Cambridge: CUP. Safont, P. Campoy, M.C. (2002). Oral skills: resources and proposals for the classroom. Castelló de la Plana: Universitat Jaume I Stone, R. (2007) Best Practices for Teaching Science: What Award-Winning Classroom Teachers Do. California: Corwin Press. Thornbury, S. (2002). How to teach vocabulary. Harlow: Pearson-Longman Ur, P. (2009). Grammar Practice: A practical guide for Teachers. 2 nd Ed. Cambridge: CUP. Weigle, S.C. (2009). Assessing Writing. Cambridge: CUP. Wilson, J.J. (2009). How to teach listening. Edinburgh: Pearson Longman Wisniewska, I. (2010). Learning one to one. 16 th Ed. Cambridge: CUP. On-line resources: International CLIL Research journal at Prezi at Voki at Glogster at Xtranormal movie maker at ITE resources at Other CLIL information at: Comunidad de Madrid CLIL resources web page at Create a timeline at Create your Comic at and at Create your own story at Make your own quizzes:

7 PROFESSOR S BRIEF CURRICULUM VITAE Beatriz López Medina She holds degrees in English and German Philologies, and a Phd. in English Linguistics (UCM). She taught at the Escuela Oficial de Idiomas and now coordinates the Master in Bilingual Education at Universidad Antonio de Nebrija. She is part of the team in charge to prepare certification exams for the EEOOII (CAM). She got the award 2º Premio Nacional de Investigación Educativa as a part of a team doing research on talented children. Her main interests in research are language learning strategies, CLIL and the process of evaluating L2. 8. PROFESSOR S DEPARTMENT LOCATION AND OFFICE HOURS: Lecturer: Beatriz López Medina [email protected] Note: It is always advisable to make an appointment with the lecturer beforehand in order to ensure she is available. 9. DETAILED COURSE CONTENTS: DEGREE: Máster en Enseñanza Bilingüe SUBJECT: CLIL Materials Development COURSE: 2013/2014 SEMESTER: 2 ECTS CREDITS: 4

8 IN-CAMPUS SESSIONS: Session In-campus sessions total Description of session Designing educational materials Adapting authentic text to different L2 levels Effective materials development Effective materials development Student s individual tasks and practical works Planning resource creation. Group work Resource analysis and concept clarification. Work group on the adaptation of authentic texts. Educational Materials Fair Educational Materials Fair 1h 30 1h 30 1h 30 1h 30 6 h In-campus hours Personal work 6h 6h 6.30h 6.30h 25h ONLINE SESSIONS Session 1 Description of session Planning a CLIL Unit: approaches, methods and elements. Development of CLIL Materials for involving learners in a better planning 2 Types of materials: reference, supplementary, coursebooks, materials development. 3 CLIL materials 4 Productive skills 5 Receptive skills 6 Personalizing CLIL lessons. The use of ICT. 7 Analysing and Evaluating CLIL activities, classroom and projects. Student s individual tasks and practical works Concept clarification. Materials analysis Online hours Personal work Speaking and writing: analysis and creation of activities Analysis of materials. Creation of activities Reading and listening comprehension: analysis and creation of activities Materials analysis. Resource creation through ICT. Concept clarification. Materials revision and ICT resources analysis. Materials creation Concept clarification. Reflection on evaluation. Evaluable Materials creation. Online Sessions total TOTAL OF HOURS 150 h