How To Learn To Teach And Teach In A Bilingual Class

Transcription

1 Master in Bilingual Education MEBS06 CLIL Courses Planning & Design

2 Subject: MEBS06 CLIL Courses Planning & Design ECTS Credits: 4 Type: Compulsory Academic Year: Semester: 1st Lecturer: M.A. Mª Teresa Martín de Lama 1. PREVIOUS REQUIREMENTS Demonstrate sufficient performance at level B2 in English. 2. BRIEF COURSE DESCRIPTION Bilingual programs have progressively become a reality in Spanish public schools in the last decades. Although the different autonomous communities have adapted their programs to their own peculiarities, all the bilingual programs are based on the CLIL methodology, which considers that second (and even third) foreign languages are best learnt and most naturally acquired when used as a vehicle for learning other curricular contents. Therefore, this course aims at giving answer to this great social demand by providing future bilingual teachers with the necessary background knowledge and teaching skills to perform their duties in the newly-created Primary and Secondary bilingual schools. This course deals with the linguistic theories behind bilingual education as well as with the different bilingual educational models implemented in Spain. It also deals with the implications that a bilingual syllabus has on the organization of the teachers work and on classroom management. Finally, it covers the practical use of the CLIL methodology in the design of integrated curricula, in the development of the students skills and competences, and students performance in tasks and activities. 3. COMPETENCES & LEARNING OUTCOMES The student will progressively acquire the following competences: 3.1. Basic competences CB1: Know how to apply the acquired knowledge and the problem-solving skills to new or less familiar contexts in multidisciplinary settings related to his/her area of study. CB3: Know how to communicate conclusions as well as knowledge, and give reasons to support them to a general and specialized public in a clear manner without ambiguity. CB4: Know how to continue learning autonomously or in a self-directed manner General competences CG2: Know about the specific problems, linguistic or cultural, involved in foreign language learning in bilingual education settings. CG6: Know how to communicate with colleagues from the academic world and with society in general about his/her knowledge field. CG7: Acquire basic theoretical knowledge to support an informed teaching practice /CLIL Courses Planning & Design [1]

3 3.3. Specific competences CE1: Design integrated curricula with linguistic contents within his/her study field to develop bilingual programmes English/Spanish. CE2: Create and adapt didactic materials for English/Spanish bilingual education by adjusting the linguistic level, taking into account the different learning rythms and adapting authentic material for didactic purposes. CE6: Incorporate new strategies, teaching materials and ICT to the activities in the English/Spanish bilingual class. CE8: Be able to use English and Spanish specialized terminology within the area of second language acquisition. CE9: Be able to value, select and use adequate literary texts to develop his/her linguistic competence and bring closer the foreign language socio-cultural context (English/Spanish). CE10: Be able to communicate fluently at a C1 level according to the MCERL. CE13: Know and apply the advantages of the communicative and the taskbased learning approach to interact linguistically in English and in Spanish. CE14: Know about the teaching/learning methodology based on the integration of language and content (CLIL), as well as know how to design and develop didactic activities based on such methodology. Upon successful completion of this subject the student will have achieved the following learning outcomes: Reflect about the implications of bilingual education. Know the different bilingual education models and their adequacy to the diverse educational contexts. Delve into the integrated curriculum model (CLIL). Know how to plan and design a bilingual integrated curriculum. Develop strategies, tools and techniques for a CLIL context. 4. LEARNING ACTIVITIES & METHODOLOGY The blended learning teaching and learning methodology combines face to face and online teaching. It relies on the use of ICT (Blackboard Learn Virtual Campus and Blackboard Collaborate to support autonomous and collaborative work (fora, chats, videoconference meetings, etc.), the guidance of professor (calendar, bulletin board, folder, links) and the delivery of activities (task and tool box). The program combines various elements to develop reflection on bilingual education and CLIL methodology, as well as on students own performance, mainly through group work and learning diaries. It is mainly communicative and interactive as it requires the participation of students and teacher in the discussion of major problematic issues. Active class participation is therefore a key aspect in this course, meaning that students must involve themselves in their learning process by asking and answering questions, answer questions, volunteering, actively listening and responding to others, etc. Preparation of learning materials (texts and other resources) proposed for discussion prior to classes is compulsory and essential. Further references will allow students to seek /CLIL Courses Planning & Design [2]

4 information through the resources available and be able to judge information critically for future learning and research. The training actions in this course are specified as follows: Learning sessions (AF1): 40% o On-campus teaching sessions o Online teaching sessions Learning activities, individual and in groups, apart from the learning sessions (AF2): 30% Tutorial sessions (AF3): 10% Additional training activities (AF4): 10% Evaluation activities (AF7): 10% TEMA DE ALUACIÓN 5. EVALUATION Assessment tools: 1. Participation in working groups and discussion. 2. Group and individual activities. 3. Exam. Evaluation Criteria: The student will be evaluated according to the degree in which he/she has Reflected about the implications of bilingual education. Known the different bilingual education models and their adequacy to the diverse educational contexts. Delved into the integrated curriculum model (CLIL). Known how to plan and design a bilingual integrated curriculum. Developed strategies, tools and techniques for a CLIL context Ordinary Evaluation: Participation in groups and discussions: 15% Participation and discussions in on-line classes. Alternatively summaries 1 (5%) Participation and discussions in on-campus sessions. Alternatively extraactivities 2 (5%) Individual reflection in learning diaries and portfolio (5%) Directed activities (individual and group) 3 : 15% 1 As a general rule, on-line class attendance is COMPULSORY for your grades. You are allowed to be absent to a 2 of these classes without justification and without sending in any summary. However, if you absence is unavoidable you can watch the recorded on-line sessions and send in summaries. These summaries must be sent in to the corresponding folder for each unit (NOT to the teacher s ) the day before the next on-line class (within 2 weeks) to ensure your progression in the subject. After that date, the summaries folders will automatically disappear so your summaries will NOT be considered for participation. 2 As a general rule, on-campus class attendance is COMPULSORY for your grades. You are allowed to be absent to a 1 of these classes without justification and without sending in any extra-activities. However, if you absence is unavoidable and you wish to have your work considered for participation, you can ask the teacher through for extra-activities. These activities must be sent in to the corresponding folder (NOT to the teacher s ) the day before the next oncampus class (within 2 weeks) to ensure your progression in the subject. The extra-activities folders will automatically disappear and activities submitted after that date will NOT be considered for participation /CLIL Courses Planning & Design [3]

5 5.1.3 Conceptual exam: 70% Individual final written exam (40%) Group and oral presentation of CLIL terms (15%) Groups and written design of CLIL didactic units (15%) Please note that your final mark is the result of the average of your marks providing you have completed compulsory ALL assignments and exams. 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 presentations are kept 40% 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 & REFERENCES Anderson, L., Krathwohl, D. & Bloom, B A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. London: Longman. Baker, C Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters. Bentley, K The TKT Course. Cambridge. Cambridge University Press. Brewster J. & Ellis, G The Primary English Teacher s Guide. Harlow: Pearson Education Ltd. Brookhart, S How to Create and Use Rubrics for Formative Assessment and Grading. Virginia: ASCD Publications. Commission of the European Communities A New Framework Strategy for Multilingualism. Available at [last accessed on March 10th 2014] Coyle, D., Hood, P. & Marsh, D CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press. Dafouz, E. & Guerrini, M. C. (eds.) CLIL across Educational Levels. Madrid: Richmond 3 ALL the directed activities are COMPULSORY for your grades. They must be sent in to the corresponding folder for each unit (NOT to the teacher s ) within the due date specified in the Master s Basic Agenda to ensure your progression in the subject. The directed activities folders will automatically disappear and those submitted after that date will NOT be considered for your grades /CLIL Courses Planning & Design [4]

6 Dalton-Puffer, C Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins Publishing. Dalton-Puffer, C., Nikula, T., Smit, U. (eds.) Language Use and Language Learning in CLIL. Amsterdam: John Benjamins Publishing. De Dios, J Teaching and Learning English through Bilingual Education. Cambridge: Cambridge Scholars Publishing. Fisher, D. & Frey, N Word wise and content rich, grades 7-12: five essential steps to teaching academic vocabulary. Portsmouth: Heinemann. Gibbons, P Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth: Heinemann. Gibbons, P English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth: Heinemann. Harmer, J The Practice of English Language Teaching. London: Pearson Longman. Krashen, S. & Terrell, T The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon Press. Lasagabaster, D. & Ruiz de Zarobe, Y CLIL in Spain: Implementation, Results and Teacher Training. Cambridge: Cambridge Scholars Publishing. Lyster, R Learning and Teaching Languages through Content: A Counterbalanced Approach. Amsterdam: John Benjamins Publishing. Llinares, A. Morton, T. & Whittaker, R The Roles of Language in CLIL. Cambridge: Cambridge Language Teaching Library. Marsh, D. & Wolff, D Diverse Contexts - Converging Goals: CLIL in Europe. Frankfurt: Peter Lang. Mehisto, P., Marsh, D. & Frigols, M Uncovering CLIL: Content and Language Integrated Learning in bilingual and multilingual education. Oxford: Macmillan Education. Moore, B. & Stanley, T Critical Thinking and Formative Assessments: Increasing the Rigor in Your Classroom. New York: Eye on Education (Routledge) Richards, J. & Rodgers, T Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press. University of Aberdeen Learning Oriented Critical Incident Technique (LOCIT). Available at [accessed on March 10th, 2014] Resources on the Internet: /CLIL Courses Planning & Design [5]

7 LECTURER S BRIEF CURRICULUM VITAE Associate Professor at the Department of Applied Linguistics at Nebrija University, Mª Teresa Martín de Lama was the former Coordinator of the Master s Degree in Bilingual Education and, previously, she was Linguistic Advisor for the MEC/British Council Bilingual Project in different Spanish state bilingual schools. During her stay in Sweden, she was appointed Professor of Spanish at the University of Mälardalens in which she studied. She has earned a M.A. in Bilingual Teaching, a B.A. in English & Spanish Philology and a Diploma in Teacher Training with a specialization in Foreign Language Teaching. She has published several articles on foreign language learning & acquisition, bilingualism, CLIL methodology, and ICT applied to foreign language teaching, and has presented her research at various conferences. She is currently conducting research for her Ph.D. dissertation on CLIL methodology. 8. LECTURER S CONTACT DETAILS Dehesa Campus. c/ Pirineos n. 55. Office 208, ext [email protected] Note: For on-line tutorials, please contact the teacher by in order to make an appointment with her. 9. COURSE CONTENTS The course contents are the following: Theory of bilingual education Models of bilingual education Programming of foreign language and contents The language integrated curriculum CLIL (Content and Language Integrated Learning) Design of the integrated curriculum Guidelines for teachers collaboration /CLIL Courses Planning & Design [6]

8 Strategies to organize class time and work Skills and competences Adequacy of tasks and activities DETAILED DEVELOPMENT OF ON-LINE SESSIONS Session Contents Activities Online hours 1 Introduction & Course presentation Unit 1. Introduction to CLIL Methodology Course procedures & assessment Personal work 2 Unit 2. Theories behind CLIL Methodology 3 Unit 3. Collaborative teaching and curriculum Integration in CLIL 4 Unit 4. Working with the 4Cs in CLIL 5 Unit 5. Activities and Tasks to Develop the 4Cs in the CLIL Classroom 6 Unit 6. Assessment in CLIL 7 Unit 7. Planning CLIL Lessons and Units TOTAL STUDENTS WORKLOAD (ONLINE) 70 hours DETAILED DEVELOPMENT OF ON CAMPUS SESSIONS Session Contents Activities Oncampus hours 1 Unit 1. Introduction to CLIL Methodology Unit 2. Theories behind CLIL Methodology 2 Unit 3. Collaborative teaching and curriculum Integration in CLIL Unit 4. Working with the 4Cs in CLIL 3 Unit 5. Activities and Tasks to Develop the 4Cs in the CLIL Classroom Unit 6. Assessment in CLIL 4 Unit 7. Planning CLIL Lessons and Units Revision of exercises and feedback Revision of exercises and feedback Revision of exercises and feedback Revision of exercises and feedback Personal work 1h15m 6 1h15m 6.5 1h15m 6.5 1h15m /CLIL Courses Planning & Design [7]

9 Exam revision Revision for the exam TOTAL STUDENTS WORKLOAD (ON-CAMPUS) 30 hours /CLIL Courses Planning & Design [8]