Subject name |
Classroom Material: Design, Creation and Development |
Study |
Master in Bilingual Education |
ECTS |
6 |
Four-month period |
Second four-month period |
Type of subject | Compulsory |
This subject aims to be practical and useful for your future work in the classroom. All the different sections that you will find here aim to contribute to ease your job as a teacher.
Unfortunately, there is little material already available for CLIL instruction and a great deal of what you will use in your classroom will have to be either adapted or fully created by yourself. This may seem complex, but the purpose of this subject is to provide general guidelines in order for you to carry out such task. There is little theory to read in these units, just what is absolutely necessary to provide the overall context for the topic.
Most of the following units follow a similar format by providing ideas for the adaptation of materials and the scaffolding process for the development of the students’ skills and competences. In all of them there is a strong presence of TICs applied to each of the aims. The objective is to offer you an array of possibilities and resources to make your classes effective and interesting.
There are free Internet resources to help you with almost every need that you may have in the classroom in the future. Remember that part of your job as a teacher in a CLIL context in the 21st century will be to keep abreast of developments and new technologies. They will be your allies in order to make the most of your students’ potential.Basic Competences
General Competences
Specific Competences
Transversal Competences
Unit 1. Key points when designing CLIL materials
Elements of a CLIL unit
The design of a CLIL unit
Examples
Unit 2. Adapting and presenting text
Introduction
Simplification, elaboration and discoursification
TLDR extension
Blogs
Unit 3. Activities and Tasks
What is the difference between activities and tasks?
Choosing a suitable activity
Task break-down
Task and project-based learning approaches
Unit 4. Vocabulary development
Breath and depth of vocabulary
Activation of previous knowledge
Tools for vocabulary development
Unit 5. Tools for communication
What is communication?
Communication in the CLIL context
Tools for productive skills
Tools for receptive skills
Tools for conversational skills
Unit 6. Tools for Cognition I
What is cognition?
Cognition in the CLIL context
Bibliographical references
Unit 7. Tools for Cognition II
Tools for organizing information
Tools for developing cognition
Unit 8. Tools for Content
What is content?
Content in the CLIL context
Tools for teaching content
Audiovisual presentations
Unit 9. Tools for Culture
What is culture?
Culture in the CLIL context
Tools for teaching culture: flipped classroom
Unit 10. Gamification
Theoretical foundations of gamification
Gamification in the classroom
Tools and examples
Unit 11. Social networks in the classroom
Teachers’ use of social media
Students’ use of social media
Unit 12. Teacher toolkit
Tools for assessing students
Tools for sharing students’ achievements
Tools for content-sharing
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 | 15,0 |
Basic material study | 90,0 |
Additional resources readings | 20,0 |
Task and practice cases | 33,0 |
Self-evaluation test | 2,0 |
Individual and group tutoring | 10,0 |
Collaborative work, forums, debates, etc. | 10,0 |
Master's Dissertation work development | - |
Final evaluation | - |
Total |
180 |
Basic bibliography
Unit 1
Unit 2
Unit 4
Unit 5
Unit 6
Available at the virtual campus with a CEDRO license.
Unit 8
Available at the virtual campus with a CEDRO license
Unit 9
Unit 10
Unit 11
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
Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies. In The International Journal of Bilingualism 10(5), 543-562.
Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning. International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua). Paris: University of Sorbonne.
Vigotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological processes. Cambridge, MA:Harvard University Press
Adger, C.T., Snow, C. & Christian, D. (2003). What teachers need to know about language. Washington DC: Delta Systems.
Banegas, D.L. (2013). An investigation into CLIL-related sections of EFL coursebooks: issues of CLIL inclusion in the publishing market. In International Journal of Bilingual Education and Bilingualism 17(3), 345-359.
Floimayr, T. (2010). CLIL in Biology – an evaluation of existing teaching materials for Austrian schools. In VIEWS 19(3), 21-28.
McDonough, J., Shaw, C. and Masuhara, H. (2012). Materials and Methods in ELT: a teacher’s guide (3rd edition). Chichester: Wiley-Blackwell.
Moore, P. and Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. In VIEWZ 16(3), 28-35.
Harrison, P. and Moorcroft, C. (1996). Science in action Book 3. Dunstable: Folens.
Eldrige, J., Neufeld, S. and Hancioglu, N. (2010). Towards a lexical framework for CLIL. In International CLIL Research Journal 1(3), 80-95.
Gablasova, D. (2014). Learning and retaining specialized vocabulary from textbook reading: comparison of learning outcomes through L1 and L2. In The Modern Language Journal 98(4), 976-991.
Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Franken, R. (1994). Human Motivation. Brooks/Cole Publishing Company, Belmont, CA
Průcha, j., Walterová, e., Mareš, J. (2008). Pedagogický slovník. 4. vyd. Praha: Portál. In Hanesová , D. (2014) Development of Critical and Creative Thinking Skills in CLIL, Journal of Language and Cultural Education 2 (2).
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39 (8), 12–17.
Seelye, H. N. (1993). Teaching Culture, Strategies for Intercultural Communication. Lincolnwood, III: National Textbook Company.
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 fulfil as many as you want to a maximun of 4 points (which is the max. grade that you could acomplish 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% |
Self-evaluation test |
10% |
10% |
On-site final exam |
60% |
60% |
Cristina Castillo
Academic background: European Doctorate in Translation and Interpreting. BA in Translation and Interpreting at the University of Málaga.
Academic and professional experience: Specialized freelance translator (2003-2011). She received a predoctoral research grant in the Translation Department at the University of Málaga (2006-2010). She has also worked as a supply teacher at the English, French and German Philology Department at the University of Málaga. Currently working as an assistant lecturer at UNIR.
Research lines: ICT tools applied to the learning of foreign languages and translation, specialized translation (medical, pharmacy, tourism, economic, among others), corpus linguistics, lexicography, terminology, ontology, and interdisciplinarity in the university context.
José María Díaz Lage
Academic background: PhD in English Philology (University of Santiago de Compostela), M.A. in English Studies: Literature, Culture and Modernity (Queen Mary and Westfield College, University of London), BA in English (University of Santiago de Compostela).
Academic and professional experience: Lecturer at the University of Santiago de Compostela and at the University of Vigo.
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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