Subject Name |
What is CLIL? The CLIL Module |
Study |
Master in Bilingual Education |
ECTS Credits |
6 |
Year and four month period |
First year, first four month period |
Type of subject | Compulsory |
What is CLIL? It a mixture of many methods and techniques that have been combined to form a system of teaching content through a second language. CLIL- Content Language Integrated Learning is comprised of 4 c’s: Content, Communication, Cognitive and Culture.
CLIL is a method that is used for teaching content in a second language. Since all teaching is based on some type of content, general English teachers and teachers of other foreign languages can use CLIL as well.
There is a lot of theory behind CLIL, and it will be made available to the participants of this course. However, focus will be placed on simplifying the theory and applying it directly to our current classroom situations. The information will be practical and useful.
While learning the components of CLIL, a techniques and methods “toolbox” will be constructed and made available to all participants. This is a must for being prepared to teach in a CLIL format. The participants will be exposed to the best that traditional methodology has to offer as well as the latest and upcoming methods and techniques.
CLIL is a new way of thinking about teaching. A willingness to try new things in the classroom is key.
Competencias generales
Competencias específicas
Competencias transversales
Unit 1: Introduction to content-based language learning
History and Background
Why language and content
Content-Language Based Methods / CLIL
Unit 2: Introduction to CLIL: standards and competences
The 4 C’s of CLIL: Competence in Content, Communication, Cognitive, and Culture
Knowing the standards: LOMCE
CLIL Teacher competences
Unit 3: CLIL 4C’s–First C is Content
What is content?
Where does content come from?
Can general English teachers use CLIL?
Unit 4: First C – Content: input
Surveying your Content
What is Rich Input?
Choosing Supplemental Material
Unit 5: CLIL 4C’s – Second C: Communication
Content vs. interpersonal language? CALP /BICS of /for/through
Questioning Techniques in CLIL
Communication Techniques, cognates, circumlocution
Unit 6: Second C – Communication– Teacher’s Use of English in CLIL
Signposting
Scaffolding
Differentiation
Unit 7: CLIL 4C’s: Third C–Cognitive: introduction to Cognitive Theory and Techniques
Background on Cognitive Theory
Why is Cognitive Theory important in education?
Cognitive related methods for educators
Unit 8: CLIL 4C’s: Third C–Cognitive: Activation of Prior Knowledge
What is Prior Knowledge?
How do you activate PK?
Choosing age and level appropriate materials form activation of PK.
Unit 9: CLIL 4C’s: Third C–Cognitive. Learning to Learn: What does “learning to learn” mean?
Changing practices and standards
Critical and Creative Thinking: Bloom’s Taxonomy
How do we include “learning to learn” in our lessons?
Unit 10: Techniques Toolbox I
Total Physical Response
Multiple Intelligences
Cooperative Learning
Unit 11: Techniques Toolbox II
Task-Based Learning
Skill-Based Learning
Project-Based Learning
Unit 12: What is Culture in CLIL?
What –culture, community, citizenship (local and global)
Why –life skills, empathy, respect, diversity, tolerance, multiple perspectives
How –UNESCO, ask an expert, apprenticeship, museums, European agenda, LOMCE
Unit 13: Technology and CLIL
Fulfilling the Digital Competence Standard
Incorporating ICTS into CLIL lessons
CLIL Culture Digital –Citizenship
Unit 14: CLIL plans and assessment
Output and Assessment
Teacher’s Notes
Lesson Plans
Unit 15: Complements for CLIL
Chunking –Mnemonic Devices
Jazz Chants
Whole Brain Teaching
The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.
The activities included in the subject are:
In the weekly program you can find the specific tasks you need to complete in this subject.
These activities are combined with the following aspects:
The hours dedicated to each activity are detailed as follows:
Assignments |
Hours |
Assistance to virtual classes | 15 |
Basic material study | 90 |
Additional resources readings | 20 |
Task and practice cases | 33 |
Self-evaluation test | 2 |
Individual and group tutoring | 10 |
Collaborative work, forums, debates, etc. | 10 |
Total |
180 |
Basic bibliography
The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.
Unit 1
Available at the virtual campus with a CEDRO* license.
Unit 2
Available at the virtual campus with a CEDRO* license.
Unit 3
Unit 4
Unit 7
Unit 8
Unit 10
Available at the virtual campus with a CEDRO* license
Available at the virtual campus with a CEDRO* license
Available at the virtual campus with a CEDRO* license
Additional bibliography
You can also find useful information in these reference books.
Krashen, S.D. (1981). Second Language Acquisition and Second Language Learning. Oxford: Pergamon.
Chamot, A.U., & O’Malley, J.M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison Wesley.
Cambridge ESOL (2009). Teaching Knowledge Test (TKT) and Content and Language Integrated Learning (CLIL). Handbook for Teachers. Cambridge: University of Cambridge. Retrieved from: http://www.CambridgeESOL.org
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179.
Ausubel, D. P. (1962). A subsumption theory of meaningful verbal learning and retention. The Journal of General Psychology, 66, 213-244.
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. (Introduction available at: http://howardgardner.com/multiple-intelligences/)
Asher, J. J. (1969). The Total Physical Response Approach to Second Language Learning. The Modern Language Journal, 53 (1), 3–17.
Education Week. (2011). Technology in Education. Retrieved from: http://www.edweek.org/ew/issues/technology-in-education/
Graham, C. (1978). Jazz Chants: rhythms of American English for students of English as a Second Language, 1. Oxford: Oxford University Press.
Biffle, C. (2013). Whole Brain Teaching for Challenging Kids (and the Rest of Your Class, Too!). Yucaipa, CA: Whole Brain Teaching LLC.
The evaluation system is based on the following numerical chart:
0 - 4, 9 |
Suspenso |
(SS) |
5,0 - 6,9 |
Aprobado |
(AP) |
7,0 - 8,9 |
Notable |
(NT) |
9,0 - 10 |
Sobresaliente |
(SB) |
The grade is made up of two components:
On-site final exam (60%). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject.
Continuous assessment (40%): this type of assessment will be measured through the different assignments you need to complete during the course:
Remember that you can check the points (value) of each assignment in the weekly program.
Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment). In the weekly program, you can find the grade of each assignment. .
Assessment method |
Min. Score |
Max. Score |
Participation in forums, classes, etc. | 10% |
10% |
Task, practice cases and activities | 20% |
20% |
Additional readings | 10% |
10% |
On-site final exam | 60% |
60% |
Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:
Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.
Please, take into account the following tips…
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