Universitat Internacional de Catalunya
Content Language Integrated Learning (CLIL): Theory, Practice and New Technologies
Other languages of instruction: Catalan, Spanish
Teaching staff
By appointment
Introduction
Content and Language Integrated Learning (CLIL) programmes have rapidly spread across Europe with the goal of enhancing language learning among European citizens. In Catalonia, for instance, more and more schools are incorporating CLIL subjects into their curricula in order to provide their students an optimal context for effective language learning.
This course aims to strengthen the training of future CLIL teachers by providing greater experience with language learning contexts and an in-depth analysis of the characteristics and objectives of CLIL programmes, as well as teaching and self-training strategies that will help students continue to improve as foreign language teachers. The course will employ both theoretical and practical approaches to analysing and creating materials for CLIL programmes in order to give students a comprehensive education.
Pre-course requirements
It is recommended that students have a B2 level of English under the Common European Framework of Reference for Languages (CEFRL) before the start of the course.
It is also recommended that students be familiar with studies performed in the field of CLIL.
Objectives
- To become familiar with language learning contexts.
- To reflect on the multiple factors that contributed to the emergence of CLIL in Europe.
- To take an in-depth look at the basic principles of CLIL programmes and identify the features of successful CLIL programmes.
- To take an in-depth look at the teaching strategies of CLIL programmes and acquire self-training strategies to keep improving as foreign language teachers.
- To learn to design materials and activities for CLIL tasks, projects and teaching units and to use digital tools in these contexts.
- To analyse, design and create tools for evaluating the effectiveness of CLIL tasks, projects and programmes.
Competences/Learning outcomes of the degree programme
- CN01 - The student will be able to identify the processes of acquiring and learning English as a foreign language on English literature and culture.
- CP03 - The student will be able to work as part of a team effectively in multilingual, multicultural, interdisciplinary, professional and/or academic environments.
- CP04 - The student will be able to use adequate resources and strategies to improve as a professional.
- CP05 - The student will be able to integrate information and communication technologies into teaching and learning activities, teaching management and professional development.
- CP06 - The student will be able to generate innovative and competitive suggestions as a professional and as a researcher
- CP07 - The student will be able to plan the process of teaching and learning English as a foreign language, in addition to English language literature and culture at different educational levels, taking into account the level and previous education of pupils.
- CP08 - The student will be able to design innovative teaching proposals that encourage pupils to develop their linguistic, multilingual and intercultural skills, according to the requirements of the Common European Framework of Reference for Languages.
- CP09 - The student will be able to assess the development of pupils’ English language skills during different stages of education, according to the requirements of the Common European Framework of Reference for Languages.
- CP11 - The student will respect the fundamental rights of equality between men and women, the promotion of human rights, and the values inherent to a culture of democracy and peace, using language that avoids androcentricity and stereotypes.
- HB01 - The student will be able to recognise the phonetic and phonological aspects of English in the classroom, to begin teaching the pronunciation of English as a foreign language.
- HB02 - The student will be able to make judgements based on limited or incomplete information, including reflections on social and ethical responsibilities
- HB03 - The student will know how to communicate conclusions and the reasoning behind them to specialised and non-specialised audiences in a clear and unambiguous way
- HB04 - The student will be able to apply skills that allow them to continue studying in a largely self-directed or autonomous way.
- HB05 - The student will be able to apply information (spoken, written, video, digital or multimedia) to the teaching of English as a foreign language.
- HB07 - The student will be able to organise their working time according to their learning priorities and objectives, encouraging self-learning.
- HB08 - The student will be able to offer informed decision-making in the field of teaching English as a foreign language.
- HB09 - The student will be able to apply educational innovation and research models to the acquisition, teaching and use of English as a foreign language in specific circumstances, in the school context, and/or in contexts related to education, in a way that links theoretical knowledge with educational practice.
- HB10 - The student will be able to provide a critical analysis of their own work.
- HB11 - The student will be able to provide explanations in public and make presentations using digital media adapted to different audiences in a school context (teachers, families, students, etc.).
- HB13 - The student will be able to differentiate between methodological approaches and current and innovative pedagogical practices at different educational stages and in bilingual and multilingual contexts.
- HB14 - The student will be able to make effective use of digital resources for teaching and learning the English language.
- HB17 - The student will be able to express themselves in English, both orally and in writing, and both inside and outside the classroom, undertaking all the communication functions that are typical of an English language teacher.
Learning outcomes of the subject
The learning outcomes that will be required of the students will be linked to the selected competences in each case. Among others, the following stand out:
- Reflect on the literature and culture of English as a foreign language.
- Analyze the diversity of current and innovative methodological approaches and pedagogical practices applied to the different educational stages in bilingual and multilingual contexts.
- Plan the process of teaching and learning English as a foreign language and its literature and culture, while taking the level and previous knowledge of the students into account.
- Effectively apply digital resources for English language teaching and learning and manage and promote computer-assisted English language teaching programs.
- Develop innovative projects aimed at the analysis and improvement of teaching practices using information and communication technology (ICTs).
- Implement the different aspects of communicative competences as well as academic skills in English, both orally and in writing inside and outside the classroom, and use all the communication techniques typical of teachers of this language.
- Design innovative didactic proposals that promote the development of the linguistic, multilingual and intercultural competences of the students, based on the requirements of the Common European Framework of Reference for Languages; while also promoting reflection, openness and respect towards other languages and cultures.
- Analyze and evaluate the development of the students' linguistic competence in English at different educational stages, base on the requirements of the Common European Framework of Reference for Languages.
Syllabus
1. Introduction. Language learning contexts
2. The emergence of CLIL in Europe
3. CLIL influences, objectives and characteristics
4. Effective CLIL programmes
5. CLIL assessment
6. Techniques, digital tools and strategies for CLIL sessions
7. Materials design, adaptation and implementation to be used in CLIL tasks, CLIL projects and CLIL didactic units
Teaching and learning activities
Online
|
Online methodology |
|
|
1 |
CT- Online Lectures |
|
2 |
CP- Online Practical Classes |
|
3 |
RP- Problem Solving Tasks |
|
4 |
EC- Case Study |
|
5 |
ABP- Project-Based Learning |
Teaching and learning activities
|
CML – Online Lectures |
|
CPL – Online Practical Classes |
|
FDV – Forums and Online Debates |
|
TI – Individual Autonomous Work |
|
TG – Group Autonomous Work |
|
TL – Online Tutorials |
Evaluation systems and criteria
Online
|
Participation in the forum and/or virtual sessions (contributions and questions after the presentation of compulsory readings; discussion and analysis of the content and the other students’ CLIL posters and teaching units) |
25% |
|
Presentation of online readings |
10% |
|
Creation and presentation of a poster on CLIL, online or via video |
30% |
|
Creation and group presentation of the teaching unit and implemention of a CLIL task, online or via video |
35% |
Anti-plagiarism software will be used on all evaluated assignments.
Bibliography and resources
Cenoz, J., Genesee, F. and Gorter, D. (2014). Critical Analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(5): 243-262
Coyle, D., Hood, P. and Marsh, D. (2010). CLIL – Content and Language Integrated Learning. United Kingdom: Cambridge University Press [selected chapters, but you may want to read the whole book!]
Dalton-Puffer, C. (2007) Discourse in CLIL Classrooms. (Language Learning and Language Teaching 20). Amsterdam etc.: Benjamins.
Dalton-Puffer, C. and Smit, U. (2013). Content and Language Integrated Learning. A research agenda. Language Teaching, 46, 545-559.
De Graaff, R., Koopman, G., Anikina, Y. and Westhoff , G. (2007). An Observation tool for Effective Pedagogy in Content and Language Integrated Learning (CLIL), International Journal of Bilingual Education and Bilingualism, 10(5): 603-624.
Ellis, R. (2008). Principles of Instructed Second Language Acquisition. System, 33, 209-224.
Escobar Urmeneta, C. (2012). Content-Rich Language Learning in Content-Rich Classrooms, in Serra, N. and McCullough, J. (eds.) APAC Quarterly Magazine, 74.
Eurydice European Unit (2006). Content and Language Integrated Learning (CLIL) at school in Europe. European Commission. Eurydice, Belgium.
Genesee, F. (1994). Integrating Language and Content: Lessons from Immersion. National Centre for Research on Cultural Diversity and Second Language Learning.
González-Lloret, M. (2016). A Practical Guide to Integrating Technology into Task-Based Language Teaching. Washington, D.C.: Georgetown University Press.
Lyster, R. (2007). Learning and Teaching Languages through content: A counterbalanced approach. Amsterdam: John Benjamins.
Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro: Revista de Investigación e Innovación en la clase de idiomas, 21, 15-33.
Muñoz, C. (2007). CLIL: Some thoughts on its psycholinguistics principles, Revista española de lingüística aplicada, Volumen monográfico 1, 17-26.
Navés, T. (2009). Effective Content and Language Integrated Programmes. In Ruiz de Zarobe, Y. and Jimenez Catalán, R. (Eds.), Content and Language Integrated Learning Evidence from Research in Europe 22-40. Clevedon: Multilingual Matters.
Pérez-Vidal, C. (2007). The need for focus on form in content and language integrated approaches: an exploratory study. Revista española de lingüística aplicada 1: 39-55
Pérez, Carmen. (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 25-40 1 ed. Madrid: Santillana Educación S.L., Richmond Publishing.
Pérez-Vidal, C. (2013). Perspectives and Lessons from the Challenge of CLIL Experiences. In C. Abello-Contesse, P. M. Chandler, M. D. Lopez-Jimenez (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience 59- 82. Clevedon: Multilingual Matters.
Pérez-Vidal, C. & Campanale-Grilloni, N. (2007). Content and language integrated learning (CLIL) from a European perspective. Gràfiques Print.Universitat Pompeu Fabra: Barcelona.
Roquet, H. (2011). A study of the acquisition of English as a foreign language: Integrating content and language in mainstream education in Barcelona. Tesi Doctoral: Universitat Pompeu Fabra
Roquet, H. and Pérez-Vidal, C. (2015). ‘Do productive skills improve in content and language integrated learning contexts? The case of writing’ Applied Linguistics. DOI: 10.1093/applin/amv050.
Roza, B. (2009) Assessment and benchmarking: a new challenge for Content and Language Integrated Learning. In: Dafouz Milne, E.; Guerrini, M. (eds.). CLIL across educational levels: Experiences from Primary, Secondary and Tertiary Contexts 27-138 Richmond Publishing.
Ruiz de Zarobe, Y (2011). Which language competencies benefit from CLIL? An insigight into applied linguistics research. In Ruiz de Zarobe, Y., Sierra, J.M., Gallardo del Puerto, F. (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts 129- 153. Bern: Peter Lang.