ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.25 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.5
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Applied Didactics
Areas: Didactics of Language and Literature
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
As it is described in the Common European Framework of Reference for Languages, fostering intercultural communicative competence is one of the challenges facing education in the globalized world of the 21st century. The integrative nature of AICLE/CLIL classes provides an opportunity for simultaneously promoting intercultural communicative competence, as well as combining foreign language learning and content subject learning.
General Objectives
• To learn about some of the principles underlying current CLIL teaching practice.
• To introduce learners to new concepts through studying the curriculum in a non-native language.
• To provide opportunities to study content through different perspectives.
• To enable students to incorporate both types of knowledge (linguistic and didactic) into their future teaching practice.
• To increase learners´ motivation.
• To develop critical thinking, self-determination and interest for new knowledge.
Specific Objectives
• To familiarize students with CLIL initiatives and projects across Europe.
• To increase learners´ confidence in the target language.
• To reflect on task creation and cross-curricular links for Primary school learners.
• To develop students’ productive and receptive skills for communication in a foreign language.
• To understand and produce a certain amount of subject-specific vocabulary.
• To activate key vocabulary to plan a lesson.
-Introduction to CLIL: Main concepts and historical overview
-CLIL in current legislation
-Integration of content and language skills in the classroom
-The ‘4 Cs’ of CLIL: content, communication, cognition and culture
-Planning and assessment in CLIL
-Development and presentation of a teaching proposal
Basic bibliography
Bentley, K. (2010). The TKT Course. CLIL Module. Cambridge University Press.
Coyle, D., P. Hood & D. Marsh (2010). Content and Language Integrated Learning CLIL. Cambridge University Press.
Marsh, D., Mehisto, P., Wolff, D., & Frigols Martín, M. J. (2012). European framework for CLIL teacher education. European Centre for Modern Languages [https://www.ecml.at/Portals/1/documents/ECML-resources/CLIL-EN.pdf?ver=…]
Complementary bibliography
Ball, P., Kelly, K., & Clegg, J. (2016). Putting CLIL into Practice: Oxford Handbooks for Language Teachers. Oxford University Press.
Bentley, K. (2009). Primary curriculum box: CLIL lessons and activities for young learners. Cambridge University Press.
Council of Europe (2001). The Common European framework for the Teaching and Learning of Languages. Cambridge University Press. [http://rm.coe.int/1680459f97]
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing. [www.coe.int/lang-cefr]
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.
Dale, L., & R. Tanner (2012). CLIL activities with CD-ROM: A resource for subject and language teachers. Cambridge University Press.
Dale, L., Van der Es, W., Tanner, R., & Timmers, S. (2010). CLIL skills. ICLON, Universiteit Leiden. [https://www.rosietanner.com/images/docs/CLILSkills_pdf.pdf]
Dalton-Puffer, C. (2007). Discourse in Content and language Integrated Learning (CLIL) classrooms. Benjamins.
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209-224.
Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language Integrated Learning, 4(2), 1-12. [https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/2631/2767]
Mehisto, P. Marsh, D. & Frigols, M. (2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Education.
Slattery, M. & J. Willis. (2001). English for Primary Teachers. A Handbook of Activities and Classroom Language. OUP.
Online resources:
British Council CLIL [https://www.teachingenglish.org.uk/article/content-language-integrated-…]
CLIL4U Project [http://languages.dk/clil4u/]
PlayingCLIL Project [http://www.playingclil.eu/]
Council of Europe: Language policy [https://www.coe.int/en/web/language-policy]
GENERAL
G.1. Capacity to show the acquisition of knowledge of curricular areas, relationships, assessment criteria and didactics in Primary Education.
G.2. Capacity to design, plan and assess teaching and learning processes, individually or in a group.
G.3. Capacity to become acquainted with, select and use ICTs in the classroom
G.10. Capacity to reflect on classroom practices to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning and promote it among students
SPECIFIC
E.1. Linguistic competence: Capacity for written and oral communication in a foreign language.
E.2. Didactic competence: Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development of students’ communicative competence.
E.52. Linguistic competence: Capacity for written and oral communication in a foreign language.
E.53. Didactic competence: Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development of students’ communicative competence.
BASIC
B.1. Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
B.2. Capacity to apply the knowledge thus acquired to their professional field, with a view to developing arguments and solving problems.
B.4. Capacity to convey information in both specialized and non-specialized fields
TRANSVERSAL
T.1. Instrumental knowledge of foreign languages.
Theoretical and practical:
- General lectures will be devoted to the development of the competences related to the process of teaching and learning a foreign language in Primary Education in CLIL settings.
- Practical tasks:
Students’ oral presentations
Debates
Assignments
Development and presentation of a teaching proposal
Students will find all the material needed to follow the sessions in the Virtual Campus.
-Final Exam/Project: 50% of the final mark.
-(Individual and/or group) assignments: 30 % of the final mark.
-Development and (group) presentation of a teaching proposal: 20% of the final mark
OBSERVATIONS:
-July exam: the assignments prepared during the semester will again count 50% of the final mark. Students who did not prepare these assignments for the seminars during the course will lose the corresponding percentage in their final mark.
-Students who have been exempt of class attendance and those resitting examination will be assessed on the basis of one exam which will count 100% of the final mark.
-In order to pass this course a minimum of 4 out of 10 in the final exam is required. If a student fails to obtain a mark of 4 out of 10 in the final exam, the official record (‘Acta’) will reflect the mark obtained in the final exam.
-If fraudulent practices are detected in assignments or exams of any kind, this will bring about a direct fail in the subject, in application of article 16 of “Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións”.
Teaching hours: 18
Individual work: 45
Total amount of hours of individual work: 63
Regular attendance and participation are strongly recommended.
A high-intermediate level of English is recommended.
1) Students are expected to complete all assignments and readings suggested by the lecturer(s), and to come to the sessions prepared to discuss them.
2) Students must visit the eLearning platform for the course regularly. Students are expected to check their university email on a regular basis: announcements and last-minute changes will be notified via the teaching platform. Students' assignment musb be sent, preferably, through the eLearning platform.
3) No emails using a non-institutional account will be replied by the teachers, so students must contact the teacher using their USC email account.
4) Institutional technological tools are mandatory: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and officially recognized as institutional tools by the University (Lifesize, etc).
5) We encourage our students to be enviromentally responsible in their academic context, avoiding overuse of plastic, ink, paper etc.
6) Gender perspective:
In attention to criteria of gender equality in the university environment, it is recommended to make use of non-sexist language both in the daily classroom work and in academic work. Information can be obtained in this regard at the link:https://www.usc.gal/gl/servizos/area/igualdade/cultura-institucional.
7) Mobile phones should not be used, unless required as a learning tool following lecturer’s indications. Any legal or academic consequence derived from a non-appropriate use shall be the student’s responsibility. The teaching-learning process (class / office hours) is a private event, as it involves communication and exchange between the lecturer and the student.
8) Legal rules on data protection are mandatory: https://www.usc.gal/es/politica-privacidad-proteccion-datos.
Fatima Maria Faya Cerqueiro
Coordinador/a- Department
- Applied Didactics
- Area
- Didactics of Language and Literature
- fatima.faya [at] usc.es
- Category
- Professor: Temporary PhD professor
| Thursday | |||
|---|---|---|---|
| 12:00-13:00 | Grupo /CLE_01 (A - Z) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 13:00-14:00 | Grupo /CLIS_01 (A - Z) | English | (NORTH CAMPUS) - CLASSROOM 51 |
| 01.21.2025 12:00-14:00 | Grupo /CLE_01 (A - Z) | (NORTH CAMPUS) - CLASSROOM 23 |
| 06.19.2025 12:00-14:00 | Grupo /CLE_01 (A - Z) | (NORTH CAMPUS) - CLASSROOM 33 |