Presentation

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.

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 about the social and ethic responsibilities linked to the application of their knowledge and judgements.
• BC9. That the students know how to communicate their conclusions and knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unequivocal way.
• BC10. That the students have the abilities to learn that allow them to continue studying in such a way that will be self-directed or self-sufficient.

General Competences

• GC1. Know 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.
• GC5. Understand the effectiveness and necessity of promoting the integrated teaching of a foreign language and the own contents of the non-linguistic discipline.
• GC6. Analyze critically the performance of teaching work and good practices using assessment models and quality indicators.
• GC7. Understand and reflect on the impact of ICT on the society and culture of students.
• GC8. Be competent users of L2 in all the skills necessary for teaching.

Specific Competences

• SC1. Teach a non-linguistic subject in their area of expertise through English.
• SC2. Design an integrated curriculum in their area of expertise with linguistic contents.
• 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 educational activities based on CLIL methodology.
• SC7. 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 audiovisual and multimedia communication in the teaching and learning process.

Transversal Competences

• TC1. Analyze 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 by the studies 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.

Program

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.Collaborative 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

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 activities included in the subject are:

• Assignments.In your weekly program you will see the different kind of tasks designed for the course such as practice cases, research, critical thinking and, also, you will find information about how to complete them and when to send them to your teacher.
• Participation in events. During the course you will be participating in different events. Some of those events are attendance to online classes, forums, self-evaluation tests.

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:

• Personal Study
• Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
• Mandatory on-site final exam

The hours dedicated to each activity are detailed as follows:

Bibliography

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

• Marsh, D., Mehisto, P., Wolff, D., & Frigols, M.J. (2011). European Framework for CLIL Teacher Education (pp. 17-27). Graz: European Centre for Modern Languages of the Council of Europe. Retrieved from: http://www.ecml.at/tabid/277/PublicationID/62/Default.aspx

• Marsh, D., Mehisto, P., Wolff, D., & Frigols, M.J. (2011). European Framework for CLIL Teacher Education (pp. 31-36). Graz: European Centre for Modern Languages of the Council of Europe. Retrieved from: http://www.ecml.at/tabid/277/PublicationID/62/Default.aspx

Unit 3

• Jäevelä, S. (2006). Personalised learning? New insights into fostering learning capacity. In Schooling for tomorrow. Personalising education (pp. 31-46). OECD Publishing. Retrieved from: http://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/demand/41176687.pdf

Unit 4

• Hasbrouck , J. & Denton, C. A. (2007). Student-focused coaching: a model for reading coaches. Reading teacher, 60(7), 690-693. Retrieved from: http://www.tiflal.org/docs/SFC%20Column%20RT%202007.pdf

• Griffiths, K. (2006). Personal coaching: A model for effective learning. Journal of Learning Design, 1(2), 55-65. Retrieved from: https://www.jld.edu.au/article/view/17

Unit 5

• Hanesová, D. (2014). Development of critical and creative thinking skills in CLIL. Journal of Language and Cultural Education, 2(2), 33-51. Retrieved from: http://www.jolace.com/issues/a2-2-may-2014/

 Unit 6

• Shah, M.R. & Goel, C. (2014). A study of relative status of multiple intelligence and emotional intelligence of student-teachers. Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, 4(3), 154-175. Available at the virtual campus under the art. 32.4 of the Spanish Intellectual Property Law.

• Mayer, J. D., Salovey, P. & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503-517. Retrieved from: http://www.unh.edu/personalitylab/Assets/reprints-public/RP2008a-MayerSaloveyCaruso.pdf

Unit 7

• Making content comprehensive for English learners. The SIOP model summary. Available at the virtual classroom.

• Dillon, J., Rickinson, M., Teamey, K., Morris, M., Choi, M. Y., Sanders, D. & Benefield, P. (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School science review, 87(320), 107-111. Retrieved from: http://www.univie.ac.at/freilanddidaktik/literatur/Dillon_School%20Sc.%20Rev._2006_The%20value%20of%20outdoor%20learning.pdf

Unit 8

• Llinares, A., Morton, T. & Whittaker, R. (2012). Classroom registers and their impact on learning opportunity. In Autors, The roles of language in CLIL (pp. 25-51). Cambridge: Cambridge University Press.

Available at the virtual campus with a CEDRO* license

Unit 10

• Guerrini, M. C. (2009). CLIL Materials as Scaffolds to Learning. In D. Marsh et al. (eds.) CLIL practice: Perspectives from the field (74-84). Jyväskylä: University of Jyväskylä. Retrieved from: http://www.icpj.eu/?id=10

Unit 11

• Davison, C. (2006). Collaboration between ESL and content teachers: How do we know we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.

Available at the virtual campus with a CEDRO* license

Unit 12

• Jacobs, G.M. (2006). Issues in implementing cooperative learning. In S.G. McCafferty, G.M. Jacobs & A.C. DaSilva (eds.) Cooperative learning and second language teaching (pp. 30-46). Cambridge: Cambridge University Press.

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.

Evaluation and assessment

The evaluation system is based on the following numerical chart:

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:

• Active participation and involvement in forums, online classes.
• Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
• Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired 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. .

Professor

Mercedes Querol Julián

Education: Graduate in English Philology. PhD in English Applied Linguistics. Certified Associate Professor by ANECA (National Agency for Quality Evaluation and Accreditation).

Professional experience: Prof. Dr. Mercedes Querol is a long-experienced professor in teaching English in different undergraduate, graduate and engeniering studies. She has also taken part and directed more than 15 educational innovation and research programmes in the field of EES teaching, E-learning and CLIL.

Lines of research: CLIL, multimodal discourse analysis, personalized learning, mentoring and Custom Learning in the Digital Age.

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.