FACULTAD DE CIENCIAS DE LA EDUCACIÓN 2019/20 Year › eguiado › guias › 2019-20 › 100841en_2019... · 2019-10-17 · The 4 Cs 1.3. Methodologies that best suit CLIL: Planning

2019/20 YearFACULTAD DE CIENCIAS DE LA EDUCACIÓN

COURSE DESCRIPTION

COURSE DETAILS

Code: 100841Title (of the course): LENGUA EXTRANJERA PARA EL EJERCICIO DE LA PROFESIÓN DOCENTE (INGLÉS)

Degree/Master: Year: 4GRADO DE EDUCACIÓN PRIMARIAName of the module to which it belongs: OPTATIVIDAD: MENCIÓN LENGUAS EXTRANJERASField: LENGUA EXTRANJERA PARA EL EJERCICIO DE LA PROFESIÓN DOCENTECharacter: OPTATIVA Duration: FIRST TERMECTS Credits: 6.0 Classroom hours: 60Face-to-face classroom percentage: 40.0% Study hours: 90Online platform:

LECTURER INFORMATION

Name: GÓMEZ PARRA, MARÍA ELENA (Coordinador)Department: FILOLOGÍAS INGLESA Y ALEMANAArea: FILOLOGÍA INGLESAOffice location: Alta-EE-Mail: [email protected] Phone: 957 212 563

Name: OSUNA RODRÍGUEZ, MERCEDESDepartment: FILOLOGÍAS INGLESA Y ALEMANAArea: FILOLOGÍA INGLESAOffice location: Alta - EE-Mail: [email protected] Phone: 957 218 403

PREREQUISITES AND RECOMMENDATIONS

Prerequisites established in the study plan

Not applicable

A good command of English is advisable, as the whole instruction of the subject will be delivered in English.

Recommendations

INTENDED LEARNING OUTCOMES

Accredit the use and mastery of a foreign language.CU1

Effectively address language learning situations in multicultural and multilingual contexts. Fomentreading and the critical analysis of texts of various scientific domains and cultural content in theschool curriculum domains

CE3

Knowledge of and ability to apply information and communication technologies in the classroom.Ability to selectively distinguish audiovisual information that contributes to learning, civic educationand cultural wealth.

CE11

Promote a participatory spirit in relation to other centres in Europe for the exchange of knowledge.CE15

Knowledge of and ability to address situations that arise in schools in multicultural contexts.CM2.9

Address language learning situations in multilingual contexts.CM7.8

www.uco.esfacebook.com/universidadcordoba@univcordoba

INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CORDOBA

uco.es/grados

LENGUA EXTRANJERA PARA EL EJERCICIO DE LA PAGE 1 5/ 2019/20 Year


COURSE DESCRIPTION

OBJECTIVES

The main goal of this course is to help students get acquainted with the CLIL approach. The update onmethodological approaches for the teaching of non-linguistic content is nowadays a must for second-languageteachers. This approach is being implemented across all European bilingual educational systems (from ECE toHE).Thus, this subject will help students to acquire the necessary knowledge on CLIL, required for their futureteaching of content areas within bilingual contexts.

CONTENT

1. Theory contents1. CLIL concept and main ideas1.1. What is CLIL?1.2. The 4 Cs1.3. Methodologies that best suit CLIL: Planning a CLIL unit2. Planning content lessons and specific vocabulary teaching3. Improving listening in CLIL4. Improving speaking in CLIL5. Improving writing in CLIL 6. Improving reading in CLIL 7. The intercultural axis in CLIL8. Assesment in CLIL

1. Design of a CLIL Didactic Integrated Unit2. English sounds

2. Practical contents

METHODOLOGY

General clarifications on the methodology (optional)Attendance is compulsory. If any student cannot attend all sessions, an interview with the teachers is required inorder to plan independent study and work.

Methodological adaptations for part-time students and students with disabilities and specialeducational needsMethodological adaptations will be designed in an interview with the teachers at the beginning of the course.

Face-to-face activities

Activity Large group Medium group Total

Conference 10 - 10

Debates 3 - 3

Lectures 22 - 22



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COURSE DESCRIPTION

Activity Large group Medium group Total

Seminar 5 5 10

Text analysis 5 10 15

Total hours: 45 15 60

Off-site activities

Activity Total

Analysis 10

Exercises 10

Group work 10

Reference search 30

Self-study 30

Total hours 90

WORK MATERIALS FOR STUDENTS

DossierExercises and activitiesOral presentations

ClarificationsPower Point presentations and specific papers and materials on each of the subject topics will be delivered(uploaded onto Moodle) as needed (according to the subject planning).

EVALUATION

Intendedlearnig

Doc

um

ent

An

alys

is

Exa

ms

Ora

l P

rese

nta

tion

Pla

n

CE11 X X

CE15 X X

CE3 X X X

CM2.9 X X X

CM7.8 X X X

CU1 X X X



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COURSE DESCRIPTION

Intendedlearnig

Doc

um

ent

An

alys

is

Exa

ms

Ora

l P

rese

nta

tion

Pla

n

Total (100%)

Minimum grade

10%

1

60%

6

20%

2

10%

1(*)Minimum grade necessary to pass the course

Method of assessment of attendance:

Attendance is compulsory. Students who do not attend cannot take the final exam.

General clarifications on instruments for evaluation:Evaluation will be carried out through written exams and records from observation on daily group work andpresentations by students. Attendance to the V International Conference on Bilingual Education (12-15 Nov. 2019) is compulsory.

Clarifications on the methodology for part-time students and students with disabilities andspecial educational needs:Part-time students will take an interview with the teachers to adapt their evaluation to each specific situation.

Qualifying criteria for obtaining honors:

An extra exam will be necessary for obtaining Honors.

BIBLIOGRAPHY

Banegas, D. L. (2012). CLIL teacher development: Challenges and experiences. Latin American Journal of Content& Language Integrated Learning, 5(1), 46-56. Bentley, K. (2010). The TKT Course. CLIL Module. Cambridge: Cambridge University Press.Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.) (2010). Language Use and Language Learning in CLIL Classrooms.Amsterdam: John Benjamins Publishing Company.Dale, L. & Tanner, R. (2012). CLIL Activities. A resource for subject and language teachers. Cambridge: CUP.Fernández-Sanjurjo, J., Fernández-Costales, A., & Arias Blanco, J. M. (2017). Analysing students' content-learningin science in CLIL vs. non-CLIL programmes: Empirical evidence from Spain. International Journal of BilingualEducation and Bilingualism, doi: 10.1080/13670050.2017.1294142.Llinares, A., Morton, T., & Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge: Cambridge UniversityPress.Madrid Manrique, M. & Madrid Fernández, D. (2014). La formación inicial del profesorado para la educaciónbilingüe. Granada: Universidad de Granada.Mehisto, P., Marsh, D., & Frijols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning.Shin, S. J. (2013). Bilingualism in Schools and Society. London: Routledge.

1. Basic Bibliography

2. Further readingEllis, R. & Natsuko, S. (2014). Exploring Language Pedagogy through Second Language Acquisition Research.London: Routledge. Gass, S. M. & Selinker, L. (2008). Second Language Acquisition. An Introductory Course. London: Routledge.



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COURSE DESCRIPTION

COORDINATION CRITERIA

Common learning outcomesJoint activities: lectures, seminars, visits ...Tasks performance

SCHEDULE

Period

Con

fere

nce

Deb

ates

Lec

ture

s

Sem

inar

Tex

t an

alys

is

1# Week 0.0 0.0 1.0 1.0 1.0

2# Week 1.0 0.0 1.0 1.0 1.0

3# Week 0.0 0.0 1.0 1.0 1.0

4# Week 1.0 0.0 1.0 1.0 1.0

5# Week 0.0 0.0 2.0 1.0 1.0

6# Week 1.0 1.0 1.0 0.0 1.0

7# Week 1.0 0.0 1.0 1.0 1.0

8# Week 1.0 0.0 2.0 1.0 1.0

9# Week 1.0 0.0 2.0 0.0 1.0

10# Week 1.0 1.0 2.0 0.0 1.0

11# Week 1.0 0.0 2.0 1.0 1.0

12# Week 0.0 0.0 2.0 0.0 1.0

13# Week 1.0 0.0 2.0 1.0 1.0

14# Week 0.0 1.0 1.0 0.0 1.0

15# Week 1.0 0.0 1.0 1.0 1.0

Total hours: 10.0 3.0 22.0 10.0 15.0

The methodological strategies and the evaluation system contemplated in this Course Description will be adapted according tothe needs presented by students with disabilities and special educational needs in the cases that are required.



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Documents

FACULTAD DE CIENCIAS DE LA EDUCACIÓN 2019/20 Year › eguiado › guias › 2019-20 › 100841en_2019... · 2019-10-17 · The 4 Cs 1.3. Methodologies that best suit CLIL: Planning