Presentation

This subject aims to be practical and useful for the future work in your classroom.
Practices are not work-related but academic. The student will be able to put into practice all the skills previously studied during the Master’s and be aware of the institutional, business and labour reality in the teaching field.

These practices are mandatory  and will be supervised by a tutor at the training centre, and also by a professor at UNIR. The goal is to know how a bilingual center functions and to apply the knowledge acquired during the program in a real environment.

The duration of the teaching practice of the Master’s in Bilingual Education involves a stay in a Bilingual School (public, private, state-subsidised) or in a Bilingual Program involving 125 hours within the period specified in the academic calendar of the degree.

Competences

Basic Competences

• BC6. Achieve and understand the knowledge that provides a base and an opportunity to be original in the development and implementation of the ideas, often in a research context.
• BC7. That the students are able to apply the knowledge acquired and their ability to solve the problems in new or not very well known environments among wider contexts (or multidisciplinary) related to their field of study.
• BC8. That the students are able to integrate knowledge and face the complexity of judging from an information, that being incomplete or limited, includes reflections aboutabout the social and ethic responsabilities linked to the application of their knowledge and judgements.
• BC9. That the students are able to communicate their conclusions and knowledge and latest reasons that support specialized and non-specialized public centers, in a clear and unequivocal way.
• BC10. That the students have the abilities to learn that allow them to continue in such a way that will be self-directed or self-sufficient.

General Competences

• GC1. Knowing the specific problems of teaching in a foreign language both linguistically and culturally, in an environment of bilingual education.
• GC2. Develop skills to promote an atmosphere that ease learning and interaction among students.
• GC3. Transmit social and cultural values ​​in accordance with the multilingual and multicultural context.
• GC4. Understand the effectiveness and necessity of promoting the integrated teaching of a foreign language and the own contents of the non-linguistic discipline.
• GC5. Analyse critically the performance of teaching work and good practices using assessment models and quality indicators.
• GC6. Understand and reflect on the impact of ICT on the society and the culture of the students.
• GC7. Be competent users of L2 in all the skills necessary for teaching..

Specific Competences

• SC1. Teach a non-linguistic subject through English.
• SC2. Design a curriculum integrated in their area of ​​expertise with linguistic content.
• SC3. Create and adapt learning materials for bilingual education considering the educational level of students according to the CEFR.
• SC4. Develop, plan and guideline the contents of discipline in bilingual environments according to the formal format CLIL Module.
• SC5. Design and develop learning activities based on CLIL methodology.
• SC6. Assess the linguistic and non-linguistic content in bilingual education.
• SC7. Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
• SC8. Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
• SC11. Develop and implement teaching methodologies adapted to the diversity of students in a bilingual environment.
• SC12. Be able to foster the application of different techniques and procedures to develop the students’ abilities.
• SC13. Know and apply the advantages of the communicative approach and task-based learning for linguistic interaction in two languages.
• SC14. Integrate training in audio-visual and multimedia communication in the process of teaching and learning.

Transversal Competences

• TC1. Analyse reflexively and criticize the most important issues of today's society for a coherent decision-making.
• TC2. Identify new technologies as teaching tools for communication exchange in the development of processes of investigation and group learning.
• TC3. Apply the knowledge and skills acquired to real cases and in an environment of workgroups in companies or organizations.
• TC4. Acquire the ability to work independently, promoting the organization and encouraging independent learning.

Arrangements with the Center

Since in this process there are several educational institutions involved, it is necessary to perform a series of bureaucratic and academic procedures in order that the teaching practice can be properly completed. They are summarized in the following steps and subjected to the information provided by the Department of Internship at the time of making the arrangements with the centre:

• Step 0: Centres Request Form. The student must submit a proposal for schools that because of affinity, proximity or interest will be of their interest to carry out the teaching practice there. It is mandatory to deliver this document correctly and before the deadline through the Teaching Practice classroom.
• Step 1: Convention. Based on the Ministry of Education in each region. This information is provided by the Department of Internship to the Tutors and students themselves directly so they can perform their centres proposal correctly.
• Step 2: Annex of acceptance. Once the collaboration between the centre and UNIR is agreed, the Department of Internship will contact the students to inform them that can then go to the centre to agree with the tutor designated the dates and timetable of their practices (within the established period.) When both parties are satisfied, the student will proceed to fill all the fields in the "Annex of acceptance" and had to be signed by both the student, and the tutor and sealed by the school centre. At this point, the student shall send the original document by mail to the Department of Internship of UNIR (Avenida de la Paz, 137. C.P 26006‐ Logroño (La Rioja) ‐ ESPAÑA) before starting the internship. This document is mandatory to validate the teaching practice.
• Step 3: Evaluation Form (once the student completes the stay in the centre.) Before the student completed their stay at the centre, the Department of Internship will send to the tutor the internship evaluation form that will contain several fields to fill by email. Once completed, it must be sent, signed and sealed by the centre scanned in PDF format, before the deadline, by email to the person responsible of the degree in the Department of Internship. This document is mandatory to validate teaching practice.
• Step 4. Certificate of tutorial action in pedagogical practices. At the end of the internship the tutor of the centre will receive a certificate from UNIR, through which he can prove the actions of guidance and tutoring of the student to educational institutions, for possible future public and private processes in that teacher could participate.

Methodology

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 resources you have at your disposal for this subject are:

• Virtual Classroom: it is recommended to the students, to follow the subject, to access the Virtual Classroom (on the Internet). Once inside the virtual classroom, he can participate in discussion forums, attend virtual sessions of Digital TV and communicate with the teachers. The link to access the virtual classroom is: http://www.unir.net
• Practicum Guide. It is the guide you are consulting right now. It includes information you need for a better understanding of the subject along with guidelines that will be useful to organize your study time.

The subject of teaching practices features several characters:

• Student: the main agent in the development of the subject, who will have to develop personally the stay in the centre assigned by UNIR and also the assessment activities reflected in their classroom.

• UNIR teacher tutor: Each student at the University has a tutor that, throughout the course, advises and makes sure that he has the necessary support during the teaching practice. The tutor is the link between the student and the various departments of the University.

• Teaching practices Professor-Academic Tutor: we talk about the UNIR professor expert in the subject that will teach the subject. He develops virtual sessions, gives dynamism to the forums, monitors the centres and assesses the students.

• External Tutor: in each company or entity, the student has a person who will perform their monitoring throughout the internship and will be responsible for their care and training. At the end of the teaching practice he will have to submit an assessment on the student’s performance.

• Department of Internship: they are responsible for making the management of the centres for the teaching practices of students, training the UNIR teacher and tutor and monitoring the teaching practices. They are the reference persons for any questions on the management of the centers, company data and contact persons of the organizations and for incidents that may arise in the development of the teaching practices in the centres.
  

The hours dedicated to each activity are detailed as follows:

Commitments and Functions

The aim of the Practicum is that the students achieve formation in a real environment that allows them to acquire the basic competences that will be necessary for their working career, therefore achieving that the definition, preparation and assessment of the teaching results will have some professional and social relevance, completing it with the theoretical preparation of the subject itself.

At the beginning, the student will have to do a proposal in which he will specify the priority centers according to time, distance and type, explained in the virtual classroom. 

In the Department of Internship they will be in charge of processing the  request forms and finally an entity will be assigned for the student to do his Practicum.

Once the center is assigned and the period of stay begins, the student goes to the teaching practice center.

To make all this happen, the student, the tutor of the center and the UNIR profesor will have to undertake the following tasks.

Student Tasks

Study the syllabus and the contents of the subject deeply as well as the contents of the subject that will be taught during the second term.

• Show effectively that you understand different psychological aspects that influence on the learning process of the students and on the different psychological aspects in order to ease the learning process.
• In this case, apply the different methodological approaches in the classroomm, according to the needs of the students and the center.
• To participate, as much as possible, in the different activities related to their degree and specialty.
• Show an effective interest in the organization and functioning of the center: program development, students and teachers.
• Regular and punctual assistance to the center in the agreed schedules and periods. Asistencia regular y puntual al centro en los horarios y plazos acordados.
• Professional ethics when the student undertakes the tasks.
• Respect to the Teaching Community overall.

Commitments to the center

• Assign a tutor responsible for the practical preparation of the student.
• Welcome the student and provide him information, as much as possible, about the general functioning of the center (schedules, participation, classroom locations and everything the student will need for the good progress of the practicum).
• Inform the student about his teaching work related to the group or groups he will be working with during his stay: student’s profile, contents, didactic material, methodology, activities, assessment and everything the student finds will be necessary.
• Check up and approve the initial syllabus that will bring the student to his classroom.
• Supervise the assisstance, the attitude, the participation and the student’s performance.
• Inform the student, as much as possible, about his profesional experience.
• Assess the competences acquired by the student during the Practicum. The percentage of the assessment of each Practicum will be registered in the teaching guides and in the questionnaires that the Internship Department will have to send him. 

Tasks of a UNIR Professor

• Phone contact with every tutor of the Teaching Center.
• Give pressential virtual sessions for every Practicum.
• Give orientation, motivation and guide academically the students through the forum and the group presential virtual sessions.
• Inform, as much as possible the student about his profesional experience.
• Assess the competences acquired by the student during the Practicum.

Evaluation and Assessment

The evaluation system is based on the following numerical chart:

The grade is made up of two components:

Once the student finishes his teaching practices he will be able to teach according to CLIL methodology at any teaching stage, adapting his work as a teacher to the materials available, and to the wide range of students that you can find in every teaching stage.

Structure

At the end of the teaching practice period, the student must make a short report (20 – 30 pages) where the context of their teaching practice is described and including materials used during their teaching. The report shall be in English and structured as follows:

1. Index of contents

It must be numbered and two pages maximum.

2. Introduction
Short description of the contents that will be presented throughout the epigraphs that compose the report.

3. Contextualization
Internal organization of the Bilingual School and both human and material resources that have to exist in a center to be considered bilingual according to the current law. In this section it will also be important to know the different European programes that can help to organize the center and its resources.

4. CLIL y su aplicación en el aula CLIL and its implementation in the classroom
In this section, the students will study and investigate the model of Formal Format of CLIL Module, former didactic unit in the most traditional system, and its use in the classroom, both in linguistic and non-linguistic subjects in the different learning stages (Primary Education. Secondary and High School). It is important to plan a curriculum based on CLIL or AICLE methodology where the integration of contents and the methodology to apply to a linguistic and non-linguistic subject will be analysed.
It is necessary to include which mechanisms have been used to assess the contents achieved by the students through the design of objective tests or other tools to measure their learning.

5. Anlysis and thinking of his stay in the center
Critical analysis of the teaching experience and the chance of improving the center itself and all the elements they are composed of, from an organizational, personal and material point of view.

6. Bibliography

Bibliography

Additional bibliography

Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A Taxonomy for Learning, Teaching and Assessing (Abridged Edition). United States: Longman-Pearson Education.

Cano, W. (2013). Manual CLIL para centros bilingües. UNIR Ediciones.

Coyle, D (2007). Content Language Integrated Learning: Towards a Connected Research Agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10 (5), 543-562,

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL –Content and Language Integrated Learning. Cambridge. Cambridge University Press.

Dalton-Puffer, C. (2007). Outcomes and Processes in Content and Language Integrated Learning (CLIL): Current Research from Europe. In W. Delanoy, L. Volkmann (Eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.

Johnson Jr., M. (1967). Definitions and models in curriculum theory. Educational Theory, 17(2), 127–140.

Lasagabaster, D. & Y. Ruiz de Zarobe,Y. (2010) CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing. Newcastle upon Tyne.

Marsh, D. (ed.) (2002). CLIL/EMILE. The European Dimension UniCOM Continuing Education Centre. University of Jyväskylä, Finland. Retrieved from: http://clil-cd.ecml.at/LinkClick.aspx?fileticket=ekwp4udVLfQ%3D&tabid=947&language=en-GB

Meyer, Oliver (2010). Towards quality CLIL: successful planning and teaching strategies. Pulso, 33. Escuela Cardenal Cisneros. Centro Adscrito a la UAH. Retrieved from: http://dspace.uah.es/dspace/bitstream/handle/10017/7204/Towards_Meyer_PULSO_2010.pdf?sequence=1&isAllowed=y

San Isidro, X. (2009). As seccións bilingües “a través” do currículo. In Author, CLIL: Integrando linguas “a través” do currículo. Consellería de Educación e Ordenación Universitaria. Xunta de Galicia.

Thijs, A., & Van den Akker, J. (Eds.). (2009). Curriculum in development. Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development. Retrieved from: http://www.slo.nl/downloads/2009/curriculum-in-development.pdf/

Van den Akker, J. (2007). Curriculum design research. In T. Plomp & N. Nieveen (Eds.), An introduction to educational design research (pp. 37–51). Enschede, Netherlands: SLO–Netherlands Institute for Curriculum Development.

Professor

Agustina Lacarte Rodríguez

Academic preparation: Doctora en Humanidades y Ciencias Sociales. Licenciada en Traducción e Interpretación. IB Certificate in Teaching and Learning.

Experience: Profesora Asociada en el Grado de Educación Bilingüe de Educación Infantil y Primaria, y Doble Grado de Infantil y Primaria. Profesora de English Language II y CLIL. Profesora de Literatura infantil y juvenil y de Didáctica de las Ciencias de la Naturaleza en educación infantil en varias universidades españolas.

Research lines: Educación Bilingüe, CLIL, Literatura.

Tips

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:

1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.

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.