Lingüística Inglesa: Nuevas Aplicaciones y Comunicación Internacional
Máster. Curso 2022/2023.
APRENDIZAJE INTEGRADO DE CONTENIDOS Y LENGUA INGLESA EN CONTEXTOS BILINGÜES Y DE INMERSIÓN - 603957
Curso Académico 2022-23
Datos Generales
- Plan de estudios: 063Q - MÁSTER UNIVERSITARIO EN LINGÜÍSTICA INGLESA: NUEVAS APLICACIONES Y COMUNICA (2013-14)
- Carácter: OPTATIVA
- ECTS: 6.0
SINOPSIS
COMPETENCIAS
Generales
Específicas
ACTIVIDADES DOCENTES
Clases teóricas
Clases prácticas
Presenciales
No presenciales
Semestre
Breve descriptor:
Requisitos
Objetivos
- Introduce students to the principles of Content and Language Integrated Learning (CLIL) both from a theoretical and practical perspective
- Apply these principles to classrooms events, focusing on the discursive practices developed in these settings
- Initiate students in the research in CLIL contexts by exposing them to different methodologgies and sub-fields of interest.
- Develop a critical stance in students and work on their independent thinking processes to become independent scholars in the near future
Contenido
1. Principles and rationale for Content and Language Integrated Learning.
2. CLIL dimensions: the European dimension, the linguistic dimension and the cognitive-educational dimension
2. Research perspectives and learning theories in Bilingual/CLIL and Immersion contexts
2.1. Antecedents: the Canadian immersion experience
2.2. General characteristics of content-based instruction/CLIL
2.3. Research on outcomes of immersion education
2.3.1. First language development and academic achievement
2.3.2. Social-psychological outcomes
2.4. Second language outcomes
2.5. Theoretical perspectives: cognitive theories and socio-cognitive theories
3. Classroom Observation: Discursive practices in CLIL settings and methodological principles
3.1. CLIL classrooms in Primary Education
3.1.1. Principles and challenges
3.1.2. The role of the Language Assistant in the classroom.
3.2. CLIL classrooms in Secondary Education
3.2.1. In search of a teacher framework for CLIL in secondary: COMENIUS project
3.2.2. Introducing subject knowledge in a foreign language –subject disciplines and school literacy
3.3. CLIL classrooms in Higher Education
3.3.1. A conceptual model for English Medium Education in Multilingual Universities
3.3.3. Teacher discourse in the foreign language classroom from a genre perspective
4. CLIL Materials design and assessment
4.1. Key principles for planning a CLIL lesson
4.2. Creating and adapting CLIL materials for the classroom
4.4. Assessment criteria
Evaluación
Bibliografía
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing.
García, O. (2009) Bilingual Education in the 21st Century. Blackwell Publishers.
Genesee, F. (1987) Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.
Llinares, A., Morton, T. and Whittaker, R. (2012) The roles of languages in CLIL. Cambridge: CUP.
Lyster, R. (2007) Learning and teaching languages through content. A counterbalanced approach. Amsterdam/Philadelphia: John Benjamins.
Ruiz de Zarobe, Y. and Jiménez Catalán, R. (2009) (eds) CLIL: Evidence from research in Europe. Clevendon: Multilingual Matters.
Smit, U. and Dafouz, E. (guest editors) Integrating Content and Language in Higher Education: Gaining insights into English- medium instruction at European universities, AILA Review 25. John Benjamins. 1-103.
Estructura
Módulos | Materias |
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Grupos
Clases teóricas y/o prácticas | ||||
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Grupo | Periodos | Horarios | Aula | Profesor |
Grupo T | 30/01/2023 - 12/05/2023 | JUEVES 15:00 - 17:00 | A-318 | EMMA DAFOUZ MILNE |
VIERNES 15:00 - 17:00 | A-318 | EMMA DAFOUZ MILNE |