Lingüística Inglesa: Nuevas Aplicaciones y Comunicación Internacional

Máster. Curso 2022/2023.

APRENDIZAJE INTEGRADO DE CONTENIDOS Y LENGUA INGLESA EN CONTEXTOS BILINGÜES Y DE INMERSIÓN - 603957

Curso Académico 2022-23

Datos Generales

SINOPSIS

COMPETENCIAS

Generales
CG3, CG7, CG8, CG9, CG10, CG11, CG13
Específicas
CE2, CE3, CE7, CE10, CE11

ACTIVIDADES DOCENTES

Clases teóricas
Based on the seminal readings and research of the basic principles and authors in this area. Also other formats for learning will be used: videos and reports. All theoretical work will be discussed in the classroom.
Clases prácticas
Application of the principles to practical activities: worksheets, debates, data analysis, student presentations, materials development. etc.

Presenciales

3

No presenciales

3

Semestre

1

Breve descriptor:

 This course intends to familiarize participants with this relatively new teaching/learning approach whereby a content subject (science, arts…) is taught through the medium of a foreign language (CLIL). Drawing on theories from bilingual education, second language acquisition (SLA), systemic-functional linguistics and cognitive psychology and sociolinguistics, it will provide the background and rationale for understanding CLIL/Bilingual programmes. It will describe CLIL across different countries and educational levels, with special emphasis on the Spanish context. The course will also analyse discursive and pragmatic practices in CLIL classroom settings from a genre perspective, and offer practical resources for CLIL materials development and assessment. 

Requisitos

None.

Objetivos

  •  Introduce students to the principles of Content and Language Integrated Learning (CLIL) both from a theoretical and practical perspective
  • Apply these principles to classrooms events, focusing on the discursive practices developed in these settings
  •  Initiate students in the research in CLIL contexts by exposing them to different methodologgies and sub-fields of interest.
  • Develop a critical stance in students and work on their independent thinking processes to become independent scholars in the near future

Contenido

 The rationale behind CLIL. Principles, underlying assumptions and teaching paradigms.         
1. Principles and rationale for Content and Language Integrated Learning.

 2. CLIL dimensions: the European dimension, the linguistic dimension and the cognitive-educational dimension

2. Research perspectives and learning theories in Bilingual/CLIL and Immersion contexts

2.1. Antecedents: the Canadian immersion experience

2.2. General characteristics of content-based instruction/CLIL

2.3. Research on outcomes of immersion education

2.3.1.      First language development and academic achievement

2.3.2.   Social-psychological outcomes

      2.4. Second language outcomes

2.5. Theoretical perspectives: cognitive theories and socio-cognitive theories

3. Classroom Observation: Discursive practices in CLIL settings and methodological principles

            3.1. CLIL classrooms in Primary Education

                        3.1.1. Principles and challenges

                        3.1.2. The role of the Language Assistant in the classroom.

3.2. CLIL classrooms in Secondary Education

            3.2.1. In search of a teacher framework for CLIL in secondary: COMENIUS project

            3.2.2. Introducing subject knowledge in a foreign language –subject disciplines and                                   school literacy

            3.3. CLIL classrooms in Higher Education

                        3.3.1. A conceptual model for English Medium Education in Multilingual Universities

                        3.3.3. Teacher discourse in the foreign language classroom from a genre perspective

4.  CLIL Materials design and assessment

            4.1. Key principles for planning a CLIL lesson

            4.2. Creating and adapting CLIL materials for the classroom

            4.4. Assessment criteria 

Evaluación

Evaluation will be carried out drawing on students' classwork and home assignments, tothether with a final paper.

Bibliografía

Dafouz, E. and Guerrini, M. (eds.) (2009) CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts. London: Richmond Santillana.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing.
García, O. (2009) Bilingual Education in the 21st Century. Blackwell Publishers.
Genesee, F. (1987) Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.
Llinares, A., Morton, T. and Whittaker, R. (2012) The roles of languages in CLIL. Cambridge: CUP.
Lyster, R. (2007) Learning and teaching languages through content. A counterbalanced approach. Amsterdam/Philadelphia: John Benjamins.
Ruiz de Zarobe, Y. and Jiménez Catalán, R. (2009) (eds) CLIL: Evidence from research in Europe. Clevendon: Multilingual Matters.
Smit, U. and Dafouz, E. (guest editors) Integrating Content and Language in Higher Education: Gaining insights into English- medium instruction at European universities, AILA Review 25. John Benjamins. 1-103.

Estructura

MódulosMaterias
No existen datos de módulos o materias para esta asignatura.

Grupos

Clases teóricas y/o prácticas
GrupoPeriodosHorariosAulaProfesor
Grupo T30/01/2023 - 12/05/2023JUEVES 15:00 - 17:00A-318EMMA DAFOUZ MILNE
VIERNES 15:00 - 17:00A-318EMMA DAFOUZ MILNE