Última revisión realizada: 13/12/2022

Presentation

The term CLIL was adopted in the 90s by the European network of education managers, researchers and educators (EuroCLIC). This network was created to spread and support all those educational activities in which the foreign language (as subject) serves as a communication vehicle to teach or learn a non-linguistic subject. The difference of this approach, in relation to others previously used in other immersion programs, was the fusion of the objectives and contents of both work areas. CLIL offers a flexible and dynamic work, based on learning experiences. It also expands the range of students able to accomplish the objectives.

The term CLIL (Content and Language Integrated Learning), in Spanish AICLE, is a methodological approach with a dual objective (content and language), as it is based on the combination of existing bilingual experiences, ideas and educational trends. It is a recycled approach that combines previous best practices and fuses the different subjects of the curriculum; the contents of the linguistic area and those of other non-linguistic areas are taught and learned in combination.

CLIL implementation undoubtedly implies an inclusive and flexible evolution in the curriculum and an adaptation to the school context of each center. CLIL is not a new way of teaching a language or a new way of conceiving the term subject; CLIL is an innovative fusion of two educational tools.

This course has an eminently practical character, since the theoretical topics will be approached from the praxis. Throughout the units, examples and models of direct application will be provided and hands on activities will be carried out so the students can apply the topics discussed in classes.

At the end of the course, the student will present a didactic project using this methodology. This project will be evaluated and will serve as a starting point to improve their abilities to plan a CLIL lesson and the teaching learning process, in general, from a bilingual perspective.

Competences

Basic competences

• BC2. Students know how to apply their knowledge to their work or vocation in a professional manner, and possess the skills that they usually demonstrate through the development and defence of arguments, as well as the resolution of problems within their area of study.
• BC4.Students can transmit information, ideas, problems and solutions to a specialised and non-specialised public.
• BC5. Students have developed the learning skills required to undertake further studies with a high degree of autonomy.

General competences

• GC1. Know the curricular areas of Primary Education, the interdisciplinary relationship between them, the evaluation criteria and the didactic knowledge section around the respective teaching and learning procedures.
• GC2. Design, plan and evaluate teaching and learning processes, both individually and in collaboration with other teachers and professionals in the school.
• GC3. Effectively address situations of language learning in multicultural and multilingual contexts.
• GC8. Know about primary school organisation and the diversity of actions that comprise its operation.
• GC15. Reflect on classroom practices to innovate and improve teaching.

Specific competences

• SC13. Promote cooperative work and individual work and effort.
• SC23. Relate education with the environment, and cooperate with families and the community.
• SC46. Know the school curriculum of languages and literature.

Program

Unit 1. Multilingualism, plurilingualism and bilingualism
Multilingualism, plurilingualism and bilingualism: concepts and principles of plurilingualism
Common European Framework of Reference for language teaching
Multilingualism in Europe: Council of Europe language education policy — bilingualism and plurilingualism in education
Bilingual and plurilingual education in Spain
References
European Projects and Programs

Unit 2. CLIL (Content and Language Integrated Learning)
What is CLIL?
CLIL: present-day demands. Tendencies on education
CLIL in Europe
CLIL in Spain
CLIL in the Primary Education Curriculum: advantages of using CLIL in primary schools
References

Unit 3. The bilingual centre
The Bilingual Education Project of the Centre
Projects and activities
Teachers and Language assistants
Teacher involvement in CLIL
Parents involvement in CLIL
References

Unit 4. Theoretical basis to implement CLIL in the classroom
FLA theory and content and language integrated learning
Constructivism and content and language integrated learning
Principles of teaching young learners through CLIL
Effective CLIL methodologies
Learning strategies that support CLIL
The potential of CLIL in the classroom
References

Unit 5. Objectives and contents definition in CLIL
Integrating CLIL in school syllabi
Lesson planning in CLIL
Curriculum: objectives and content
CLIL sequencing in the classroom
References

Unit 6. Othe elements of the teaching-learning process in CLIL
Different techniques to implement CLIL
Transversal elements
Attention to diversity
General recommendations to plan CLIL
What should be avoided in CLIL
References

Unit 7. Scaffolding resources and materials for CLIL
Teaching materials
Materials for CLIL lessons
Suitable materials for rich learning environments
How to evaluate materials?
Advantages and disadvantages of using CLIL materials
References

Unit 8. Assessment in CLIL Evaluation in education
Evaluation in CLIL
Evaluation criteria
Evaluation tools
References

Unit 9. The CLIL module
The CLIL module
Planning CLIL lessons
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:

• Work. These are activities of different types: reflection, case analysis, practice, etc.
• Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
• Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

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.

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.

Ball, P., Kelly, K. & Clegg, J. (2015). Putting Clil into practice. Oxford: Oxford handbooks.

Instituto Politécnico de Castelo Branco (2016). Guide Addressed to Teachers on how to use CLIL Methodology in Primary Schools. Retrieved from: http://www.clil4children.eu/wp-content/uploads/2016/10/Guide_Addressed_to_Teachers_1_2_v01.pdf

Eurydice. (2017). Key Data on Teaching Languages at School in Europe —2017 Edition. Eurydice Brief. Retrieved from: https://publications.europa.eu/en/publication-detail/-/publication/ff10cc21-aef9-11e7-837e-01aa75ed71a1/language-en/format-PDF

Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge: Press Syndicate of the University of Cambridge.

López, S. & Rodríguez, J. (2017). Videogames and Education: reflections from a review of international research carried out between 2010 and 2016. In Actas 14th IARTEM International Conference on Textbooks and Educational Media. Lisboa, Portugal. [Publication pending].

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

Patricia Bárcena Toyos

Education: PhD in English Philology with a specialization in Applied Linguistics from The University of Memphis. Master's Degree in Teacher Training from the URJC and a Degree in English Philology from the Complutense University of Madrid.

Professional experience: With more than ten years of experience teaching foreign languages ??nationally and internationally, he has taught English as a foreign language at The University of Memphis, and in secondary education centers in Spain, including bilingual institutes. He also has experience teaching Spanish as a foreign language in Spain and the United States.

Lines of research: Integrated teaching of content and language (CLIL/CLIL and SIOP). Doctoral thesis on the teaching practices of CLIL teachers in the teaching of content in primary education. Teaching practices in teaching English as a foreign language.

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.