Subject Name |
The Bilingual Teacher: Profile and Methodology |
Study |
Master in Bilingual Education |
ECTS Credits |
6 |
Year and four month period |
First year, first four month period |
Type of subject | Compulsory |
The students will analyze the competences needed to carry out their teaching practice in a CLIL classroom. They will reflect on their own needs and will know about the current requirements to fulfill the CLIL teacher profile. Besides, some of the latest approaches to teaching will be under discussion to bring to the fore their benefits for the CLIL lesson, as well as to be aware of the foreseen difficulties to integrate content and language learning. The students will analyze some perspectives that claim a counterbalanced approach to actually make the integration feasible. Moreover, attention will be paid on personalized education and its contribution to meet the CLIL needs, as well as on coaching, critical thinking, and multiple and emotional intelligences. The students will also learn about the specific resources to foster the construction of a collaborative environment in different contexts: in the classroom with their student, and in the educational center with their colleagues, where focus will be paid on the team-teaching technique to create a collaborative network. Finally, they will reflect on the teacher communicative strategies and language use in the CLIL lesson, to ensure and facilitate content comprehension and CLIL language acquisition. This will be done from a multimodal teaching perspective based on the understanding that, meaning is expressed and understood through different forms and resources where language is just one.
Competencias generales
Competencias transversales
Competencias específicas
Unit 1. The CLIL teacher profile I
The role of CLIL teachers
Teacher’s competences: an introduction
Bibliographical references
Unit 2. The CLIL teacher profile II
European framework for CLIL teacher education competences
Bibliographical references
Unit 3. Personalising education
Personalised education and the CLIL methodology
Personalised learning? New insights into fostering learning capacity
Bibliographical references
Unit 4. Coaching to promote learning and learning awareness
Student focused coaching
Personal coaching: a model for effective learning
Coaching in the CLIL context
Bibliographical references
Unit 5. Critical thinking in the CLIL classroom
Development of critical and creative thinking skills in CLIL
Unit 6. Multiple intelligences and emotional intelligence in CLIL
Status of multiple intelligence and emotional intelligence student-teachers
Emotional intelligence: new ability or eclectic traits?
Intelligences awareness in the CLIL classroom
Bibliographical references
Unit 7. Making content comprehensible
SIOP model sheltered instruction for academic achievement
The value of outdoor learning
Bibliographical references
Unit 8. Academic language: registers and genres in CLIL
Classroom registers and their impact on learning opportunities
Genres in the CLIL subjects
Bibliographical references
Unit 9. Teacher discourse in the CLIL classroom
Development of talk-in-interaction
Interpersonal language functions
Bibliographical references
Unit 10. Scaffolding: multimodal support system in the CLIL classroom
Scaffolding: an introduction
Scaffolding strategies
CLIL materials as scaffolds to learning
Bibliographical references
Unit 11.Cooperative teaching
A collaboration between ESL and content teachers
Bibliographical references
Unit 12. Promoting cooperative learning
Basic principles of cooperative learning
Issues in implementing cooperative learning: groups
Strategies to promote cooperative learning
Bibliographical references
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:
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 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Available at the virtual campus with a CEDRO* license
Unit 10
Unit 11
Available at the virtual campus with a CEDRO* license
Unit 12
Available at the virtual campus with a CEDRO* license
* This work is protected by copyright and its reproduction and public communication, in the available modality, have been authorized by CEDRO. It is forbidden its subsequent reproduction, distribution and public communication in any form or by any means, except one printed reproduction by each authorized user.
Additional bibliography
You can also find useful information in these reference books.
Coyle, D., Hood, P. & Marsh, D. (2010). CLIL content and language integrated learning. Newcastle upon Tyne: Cambridge University Press.
Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam/ Philadelphia: John Benjamins Publishing Company.
Echevarria, J., Vogt, M., & Short, D. (2012). Making content comprehensible for English learners: The SIOP model. (4th edition). Boston: Allyn and Bacon.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York: Basic Books.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Grant, A.M. (2001). Towards a psychology of coaching. Coaching Psychology Unit, School of Psychology, University of Sydney, New South Wales, Australia.
Kagan, S. & Kagan, M. (2009). Kagan cooperative learning. San Clemente: Kagan Publishing.
Llinares, A., Morton, T. & Whittaker, R. (2012). The roles of language in CLIL. Newcastle upon Tyne: Cambridge University Press.
Lo, Y. Y. (2014). Collaboration between L2 and content subject teachers in CBI: Contrasting beliefs and attitudes. RELC Journal, 45(2), 181-196.
Mehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL. Content and Language Integrated Learning in bilingual education and multilingual education. Oxford: Macmillan
Sharpe, T. (2006). ‘Unpacking’scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education, 20(3), 211-231.
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. .
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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