Lingüística Inglesa: Nuevas Aplicaciones y Comunicación Internacional
Máster. Curso 2023/2024.
APRENDIZAJE INTEGRADO DE CONTENIDOS Y LENGUA INGLESA EN CONTEXTOS BILINGÜES Y DE INMERSIÓN - 603957
Curso Académico 2023-24
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
CG4 - Conocer los aspectos interculturales que inciden en la comunicación internacional y la traducción.
CG5 - Comprender e integrar información masiva y compleja procedente de diversas fuentes (artículos, Internet, revistas
especializadas, etc.) dentro de distintas perspectivas teóricas de la
lingüística inglesa.
CB7 - Que los estudiantes sepan aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos
nuevos o poco conocidos dentro de contextos más amplios (o
multidisciplinares) relacionados con su área de estudio
CB8 - Que los estudiantes sean capaces de integrar conocimientos y enfrentarse a la complejidad de formular juicios a partir de
una información que, siendo incompleta o limitada, incluya reflexiones sobre las responsabilidades sociales y éticas vinculadas a
la aplicación de sus conocimientos y juicios
CB9 - Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos
especializados y no especializados
CB10 - Que los estudiantes posean las habilidades de aprendizaje que les permitan continuar estudiando de un modo que habrá
de ser en gran medida autodirigido o autónomo.
Transversales
ACTIVIDADES DOCENTES
Clases teóricas
Clases prácticas
Presenciales
No presenciales
Semestre
Breve descriptor:
Objetivos
- Introduce students to the principles of Content and Language Integrated Learning (CLIL) both from a theoretical and a practical perspective
- Apply these principles to classroom events, focusing on the discursive practices developed in these settings
- Examine some of the language policies in place in different bilingual settings around the world
- Initiate students in the research in CLIL and English-medium education 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
Contents
1. The rationale behind CLIL. Principles, underlying assumptions and teaching paradigms
2. CLIL dimensions:
2.1.1. The European Dimension
2.1.2. The Linguistic Dimension
2.1.3. The Cognitive-educational Dimension
2. Research perspectives and learning theories in Bilingual/CLIL contexts
2.1. Antecedents: Canadian immersion experiences
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, methodological principles and language policies
3.1. CLIL classrooms in Primary Education
3.1.1. Principles and challenges
3.1.2. Discursive practices
3.2. CLIL classrooms in Secondary Education
3.2.1. Introducing subject knowledge in a foreign language subject disciplines and school literacy
3.2.2. Examples from the classroom: the case of history
3.3. CLIL/EMI classrooms in Higher Education
3.3.1. EMI teaching in HE: state of the art in Europe
3.3.2. Teacher discourse in the foreign language classroom
3.3.3. Towards English-medium education in multilingual university settings (EMEMUS)
4. CLIL assessment
4.1. Assessing content and language in the classroom
4.2. The role of language in CLIL
4.3. Assessment for Learning
Evaluación
Theoretical classes: 25%.
Seminars: 20%
Practical classes: 20%
Presentations: 25%
Other activities: 10%
TOTAL: 100%.
Bibliografía
Coyle, D., Marsh, D. and Mehisto, P. (2010) CLIL. Content and Language Integrated Learning. Cambridge: CUP.
Coyle, D. and Meyer, O. (2021) Beyond CLIL, Pluriliteracies Teaching for Deeper Learning. CUP.
Dafouz, E. and Smit, U. (2016). Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings. Applied Linguistics.: 37/3: 397415.
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Springer International Publishing.
García, O. (2009) Bilingual Education in the 21st Century. Blackwell Publishers.
Hultgren. K. (2023). English-medium instruction in higher education throughout Europe. In K. Bolton, W. Botha and B. Lin (eds). Routledge Handbook of English-medium instruction (EMI) in higher education. Routledge.
Llinares, A., Morton, T. and Whittaker, R. (2012) The roles of languages in CLIL. Cambridge: CUP.
Mehisto, P. Frigols, M-J. and Marsh, D. (2008). Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education. MacMillan Publishers.
Nikula, T, Dafouz, E., Moore, P. & Smit. U. (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters.
Tedick, D, and Lyster, R. (2020) Scaffolding Language Development in Immersion and Dual Language Classrooms, Routledge.
van der Walt, C. (2013) Multilingual Higher Education. Beyond English Medium Orientations. Bristol, Multilingual Matters.
Estructura
Módulos | Materias |
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No existen datos de módulos o materias para esta asignatura. |
Grupos
Clases teóricas y/o prácticas | ||||
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Grupo | Periodos | Horarios | Aula | Profesor |
Grupo T | 22/01/2024 - 08/05/2024 | JUEVES 15:00 - 17:00 | A-318 | EMMA DAFOUZ MILNE |
VIERNES 15:00 - 17:00 | A-318 | EMMA DAFOUZ MILNE |