Academic management

The subject is framed within Module 2 in this Masters' Degre (Methodology). With this module, students are expected to acquire the knowledge, competences and skills which will enable them to teach content-subjects through an additional language using Content and Language Integrared Learning (CLIL). After completing Methodology II, students will be able to programme teaching actions to teach contents through English in Pre-School and Primary Education.

The subject will be taught entirely in English. Students are expected to have a B1 according to the Common European Framework of Reference for the Languages.

tudents are expected to acquire the following

CG1 Respect to fundamental rights and especially those pertaining to the equality of men and women, in compliance with Ley 3/2007, March, 22.

 CG2 Respect and defence of Human Rights and the principle of equal opportunity, in compliance with the final disposition in Ley 51/2003, December, 2. Attention to diversity in the bilingual class.

 CG 3. General values of democratic societies such as the fostering of education and peace (Ley 27/2005, November, 30). The acceptance of cultural diversity and its relation to the integrated learning of foreign languages and contents.

 CG4. Application of theory into practice in order to gather results which will guide professionals to new challenges in research and learning.

 CG5. Updating and continuous formation in pedagogy and the teaching and learning of foreign languages.

Specific competences:

CE1. An awareness of the implications of the Content and language integrated learning approach in the bilingual classroom.

Transversal competences:

CT1 - Understand the scope and the implication of CLIL in bilingual schools. 

CT2 - Fluent and correct use of oral and written English. Achieve a B2 according to the Common European Framework of Reference for the Languages. 

CT3 - Understand and apply CLIL methodology. 

CT4 - Understand and assimilate the specific contents of the non-language subjects to be taught in bilingual school (Physical Education, Arts, Science, Social Science, Maths). Being able to design tasks and activities for these subjects. 

CT5 - Correct use of English and the specific terminology of the subjects.

CT6 - Develop intercultural dimension in bilingual education.

CT7 - Understand and apply research methods in education and in CLIL. 

Learning outcomes:

RA3. Know and apply CLIL methodology in Pre-Schol and Primary Education

RA5. Plan teaching actions following CLIL principles in content-subjects.

RA14. Teamwork

1. Communicative approaches and task-based learning in CLIL.

2. Evaluation in CLIL: Tools and techniques

3. Project-based learning in CLIL

4. Best pracrices in CLIL

1. The subject comprises both in-class teaching and autonomous learning, whose control will be made through the university’s virtual campus. In-class teaching will mostly consist of interactive sessions which include theory and practice in all its contents. Students’ participation is therefore a must both in the classroom and in the preparation of individual and group tasks. The following table shows the distribution of the different teaching modalities:

Exceptionally, should sanitary conditions require it, teaching activities may be carried out online. Should this be the case, students will be duly notified about the changes effected.

The evaluation procedures are presented in the following table

Exceptionally, should sanitary conditions require it, assessment tests may be carried out online. Should this be the case, students will be duly notified about the changes effected.

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Baker, C. & García, O. 2007. Bilingual Education: an Introductory Reader. Clevedon, Multilingual Matters.

Bentley, K. 2010. The TKT, Teaching Knowledge Test Course: CLIL Module. Cambridge: Cambridge University Press.

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Dafouz-Milne, E. 2009. CLIL Across Educational Levels. Richmond.

Dalton-Puffer, C., Nikula, T., Smith, U. 2010.Language Use and Language Learning in CLIL Classrooms (AILA Applied Linguistics Series). John Benjamins Publishing Company.

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Heine, L. 2010. Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning (Studies on Language Acquisition). De Gruyter Mouton.

Hönig, I. 2010. Assessment in CLIL: theoretical and empirical research. Müller.

Lasabagaster, D., & Ruiz de Zarobe, Y. 2010. CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing.

Madrid Manrique, M. y Madrid Fernández, D. 2014. La Formación Inicial del Profesorado para la Educación Bilingüe. Granada: Universidad de Granada.

Marsh, D. 2009. Using languages to learn and learn to use languages (article on the internet) http://www.clilcompendium.com/1uk.pdf

Marsh, D. 2013. The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration. Córdoba: Universidad de Córdoba.   

Marsh, D. Meehisto, P. & Frigols, M.J. 2008.Uncovering CLIL. Oxford: Mcmillan

Mephisto, P., Frigols, M. J., Marsh, D. 2008.Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. Macmillan.

Ruiz de Zarobe, Y. & Jiménez, R. 2009. Content and Language Integrated Learning: Evidence from Research in Europe (Second Language Acquisition). Multilingual Matters.

Ruiz de Zarobe, Y., Sierra, J. M., Gallardo del Puerto, F. 2011. Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (Linguistic Insights: Studies in Language and Communication). Peter Lang.

Sheelagh, D. & Price, C. 2007. Teaching other subjects through English. Oxford University Press.