Academic management

The subject is framed within the module "Content subjects and bilingual education" of this Masters' Degree. With the four subjects of 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 Integrated Learning (CLIL). After completing this, students will be able to programme teaching actions to teach Maths 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.

General

Students are expected to acquire the following

GC1 Respect to fundamental rights and especially those pertaining to the equality of men and women, in compliance with Ley 3/2007, March, 22.

 GC2 Respect and defense 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.

 GC 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.

 GC 4. Application of theory into practice in order to gather results which will guide professionals to new challenges in research and learning.

 GC 5. Updating and continuous formation in pedagogy and the teaching and learning of foreign languages.

Specific

SC 1. An awareness of the implications of the Content and language integrated learning approach in the bilingual classroom.

 SC 2. Communicative fluency both in oral and written English at a minimum of B2 level.

Learning results

LR 1. Communicative fluency both in oral and written English.

LR 2. To achieve the level B2 in the English language, as defined by the Common European Framework of Reference.

LR 14. Teamwork.

LR15. The ability to transmit general values and a deep respect for the environment.

1. Introduction to the teaching of maths in English: Why and how?

2. “The Numeracy Strategy” within the CLIL framework

3. Vocabulary and grammar in maths in the Spanish education system

4. Methodology to teach maths through English

5. Best practices

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 health 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:

The resit of the subject will consist of an individual written tasks (100%).

Students´ Differentiated assessment:

Students who have requested differentiated assessment may take advantage of this modality, in which they will have to pass an individual task / s and / or written test to be determined by the teacher.

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

Coyle, D., Hood, P., Marsh, D. 2010. CLIL: Content and language Integrated Learning. Cambridge University Press.

Grenfell, M. 2002. Modern Languages Across the Curriculum. Routledge.

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.