MEBS08 Desarrollo de Materiales CLIL

MEBS08
Desarrollo de
Materiales CLIL
Subject: Desarrollo de Materiales CLIL / CLIL Materials Development
Type: Compulsory
Language: English
Instruction: Blended
Credits: 4
Semester: 2nd
Professor: Beatriz López Medina, PhD.
1. PREVIOUS REQUIREMENTS
Demonstrate sufficient performance at level B2+ in English.
2. BRIEF DESCRITPION OF CONTENTS
This course presents an overview on CLIL materials and activities conducted with the focus on
designing CLIL integrated curricula. It aims to encourage students to create and adapt their own
didactic materials as well as to promote ideas to develop foreign language learner’s creativity
and motivation towards the process of acquiring a second language.
The course is divided into three main sections: the elaboration process and the analysis and
evaluation of CLIL didactic units, the selection and adaptation of texts to the student’s knowledge
level and the use of ICT for learning and teaching in bilingual contexts, all of them within the
perspective of the communicative approach and the task-based learning. The main goals are the
following: to analyze to what extent materials and resources are helpful in the teaching –learning
process, as well as to make students reflect upon how we teach what we teach.
3. LEARNING OUTCOMES
Upon successful completion of this subject the student will be able to:
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Apply the acquired knowledge and problem-solving skills to the new field of study, foreign
language learning and teaching.
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Communicate reasonably about topics related to their field of study.
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Be able to acquire independently new knowledge in their study field, foreign language
learning and teaching.
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Know the linguistic and cultural problems in the teaching and learning of foreign
languages.
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Communicate about the teaching and learning of foreign languages within the academic
community and with society in general.
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Support their teaching practice with the knowledge they have acquired.
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Design integrated curricula in the area of bilingual teaching and learning.
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Create and adapt the most suitable materials for bilingual education, taking into account
the different levels of linguistic competence and learning paces.
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Incorporate new strategies, materials and technologies to the bilingual classroom
activities.
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Use specialized terminology for the teaching and learning of foreign languages.
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Select and use adequate texts in order to develop linguistic and cultural competence in
Spanish/English foreign language.
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Practice and acquire necessary skills to reach the C1 level in English.
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Know and apply the communicative approach and task-based learning for linguistic
interaction in English and Spanish.
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Know the methodology of teaching and learning based on language and content
integration (CLIL); and know how to design and develop didactic activities based on that
methodology.
4.
4. TRAINING ACTIVITIES AND METHODOLOGY
The teaching methodology combines face to face and online teaching, so it will be a mixed
methodology (blended learning), which relies on the use of ICT (Nebrija Virtual Campus on
Blackboard platform) to support collaborative work (forums, chat, videoconference meeting) the
guidance of Professor (calendar, bulletin board, links) and the delivery of jobs (tasks and tool box
to work).
The program combines various elements to develop methodological reflection on teaching
contents through language and language through topics. This is specified in an interactive
methodology that requires the participation of students and teacher in the discussion of issues.
Class participation is a key aspect of this course which is based on a communicative approach.
Participation means being able to ask questions, answer questions when called upon,
volunteering answers to questions and actively listen to others.
Previous reading of the texts proposed for discussion and further consideration will allow
students to seek information through the resources available and be able to judge it critically for
use in further learning and research processes.
The training actions of this Master are specified as follows:
- Teaching sessions
In-campus teaching sessions
Online teaching sessions
- Learning activities, individual and in groups outside the classroom sessions
- Tutorials
- Additional training activities
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5. EVALUATION
Assessment tools:
1. Attendance and participation in working groups and discussion.
2. Group and individual activities.
3. Development and delivery of presentation in the area of CLIL Materials Development.
Evaluation criteria:
- Ability for teamwork and problem solving.
- Ability to search information through various sources and resources, to judge it critically and
use it appropriately for teaching or research purposes.
- Ability to relate the content to teaching practice and other areas of knowledge.
- Active participation in class discussions.
- Ability to argue, defend with relevant data and contrast items proposed.
- Use of typographical, structural and presentation conventions as well as capacity for
reflection, analysis and drawing conclusions.
5.1. Ordinary Evaluation:
5.1.1 Directed Activities (practice, tutorials, exercises & on-line activities,
final assignment: stand, etc.) 25%
5.1.2 Online and in–campus class participation (including forums) 15%
5.1.3 Final Exam 60%
Optional activities will be assigned in the 7 units that make up the syllabus.
Please note that your final mark is the result of the average of your marks providing you
have completed compulsory assignments and exam.
Students are expected to have all lessons and set tasks prepared on the dates indicated.
Late work will not be accepted and will not receive a mark.
Plagiarism (illegal and unauthorised copying) is penalised with a zero grade 0 for the entire
course.
5.2. Repeat Evaluation:
5.2.1. Repeat exam 60%
5.2.2. The grades obtained in on-line exercises & activities, written assignments and oral
presentation are kept 40%
5.3. Restrictions:
In order to make up the final average grade, the student is required to attend a 75% of the sessions
specified in the syllabus. Also, it is necessary to obtain a pass (5) in the final exam (either in the
regular or repeat evaluation). Any grade under 5 is considered a fail.
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6. BIBLIOGRAPHY
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• Basic
Coyle, D., Hood, P. and Marsh, D. (2010). CLIL. Cambridge: CUP.
Fisher, D. and Frey, N. (2008). Word Wise and Content Rich. Portsmouth: Heinemann.
Harwood, N. (2010) English Language Teaching Materials. Cambridge: CUP.
Mehisto, P. (2012) “Criteria for producing CLIL learning material” in Encuentro. Revista de
Investigación e Innovación en la Clase de Idiomas. 21,pp.15-33. Available at
http://encuentrojournal.org/textcit.php?textdisplay=440
• Additional
Beterridge, D., Buckby, M. and Wright, A. (2006). Games for Language Learning. Cambridge: CUP.
Ball, P.,Kelly, K. and Clegg, J. (2015). Putting CLIL into Practice. Oxford: OUP (see chapter 7)
Bee Chin N, N. and Wigglesworth, G. (2007) Bilingualism. An advanced resourced book.
New York and Canada: Routledge Applied Linguistics.
Beatty, K. (2012). From theory to textbook: Constructing language materials for young learners. In
Latin American Journal of Content and Language Integrated Learning, 5(2), 13-27. Available at
http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2012.5.2.7/2816
Bilbrough, N. (2007) Dialogue Activities: Exploring Spoken Interaction in the Language
Class. Cambridge: CUP.
Chambers, A., Conacher, J. E. and Littlemore. J. (2004). ICT and Language Learning. Integrating
Pedagogy and Practice. Birmingham: University of Birmingham Press.
Dale, L. and Tanner, R. (2012) CLIL Activities. A resource for subject and language teachers.
Cambridge: CUP.
Dudeney G. (2007). The internet and the language classroom. 2nd Ed. Cambridge: CUP.
Dudeney G and Holy, N. (2008). How to teach English with technology. Essex: Pearson. Longman.
Field. J. (2008). Listening in the language classroom. Cambridge: CUP.
García Estaban, S. (2013). “Three frameworks for developing CLIL materials in infant and
primary education” Encuentro. Revista de Investigación e Innovación en la Clase de
Idiomas 22, pp. 49-53. Available at http://www.encuentrojournal.org/textos/Garcia%20Soraya.pdf
Gerngross G., Puchta, H. and Thornbury, S. (2006). Teaching grammar creatively. Cambridge: CUP.
Gondová, D. (2015). Selecting, adapting and creating CLIL materials, in CLIL in Foreign Language
Education. Nitra: UKF pp.153.163. Available at
http://www.tedu.edu.tr/sites/default/files/content_files/research_files/e-textbook_clil_in_fle__final2.pdf
Griffiths G. and Keohane, K. (2000). Personalizing Language Learning. Cambridge: CUP.
Hill, D.(2009). CLIL-ing your textbook. In Latin American Journal of Content & Language Integrated
Learning, 2(2), pp. 31-36. Available at
http://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2009.2.2.13/2740
Hughes, A. (2008). Testing for Language Teachers. 8th Ed. Cambridge: CUP.
McCarthy, M., O’Keeffe, A. Walsh, S. (2010). Vocabulary Matrix. Andover, Hampshire: Heinle.
Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D. Marsh G. Langé. Finland: University of Jyväskylä.
Mckay, P. (2005). Assessing Young Language Learners. Cambridge: CUP.
Richards, J.C. and Lockhart, C. (2002) Estrategias de reflexión sobre la enseñanza de idiomas.
Madrid: CUP.
Safont, P. Campoy, M.C. (2002). Oral skills: resources and proposals for the classroom.
Castelló de la Plana: Universitat Jaume I
Stone, R. (2007) Best Practices for Teaching Science: What Award-Winning Classroom
Teachers Do. California: Corwin Press.
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Thornbury, S. (2002). How to teach vocabulary. Harlow: Pearson-Longman
Wilson, J.J. (2009). How to teach listening. Edinburgh: Pearson Longman
On-line resources:
International CLIL Research journal at http://www.icrj.eu/12-71
Prezi at http://prezi.com/
Voki at http://www.voki.com/
Glogster at http://www.glogster.com/
Xtranormal movie maker at http://www.xtranormal.com/
ITE resources at http://www.ite.educacion.es/
Other CLIL information at:
http://www.aeclil.eu/
http://www.coe.int/t/dg4/portfolio/
http://clil-network.educode.fi/englanti/evaluation.htm
http://clil.wordpress.com/category/clil-primaria/
Comunidad de Madrid CLIL resources web page at http://www.educa2.madrid.org/web/aicole
Create a timeline at http://www.dipity.com/
Create your Comic at http://www.pixton.com/es/ and at
http://recursostic.educacion.es/apls/informacion_didactica/810
Create your own story at
http://www.zooburst.com/
http://www.cartoonstock.com
http://storybird.com/
http://issuu.com/
http://www.storyjumper.com/
Make your own quizzes:
http://www.what2learn.com/
http://kompozer.net/
http://smarttech.com/
http://classtools.net/fb/home/page
7. PROFESSOR’S BRIEF CURRICULUM VITAE
She holds degrees in English and German Philologies, and a Ph.D. in English Linguistics (UCM). She
taught at the Escuela Oficial de Idiomas (currently on leave) and was part of the commission in
charge to prepare certification exams for the EEOOII (CAM), and of the competition selection board
of State engineers. She got the award 2º Premio Nacional de Investigación Educativa as a part of a
team doing research on talented children. Currently directs the Master in Bilingual Education at
Universidad Antonio de Nebrija, and teaches in graduate and postgraduate levels. Her main interests
in research are CLIL approach, bilingualism in academic contexts and gamification in education.
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8. PROFESSOR’S DEPARTMENT LOCATION AND OFFICE HOURS:
Department of Applied Languages and Education; Office 402.
Dehesa Campus c/Pirineos, 55 28040 Madrid
E-mail: [email protected]
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Tutoring sessions to be scheduled by appointment
9. DETAILED COURSE CONTENTS
DEGREE: Máster en Enseñanza Bilingüe
SUBJECT: CLIL Materials Development
COURSE: 2015/2016
SEMESTER: 2
ECTS CREDITS: 4
IN CAMPUS SESSIONS:
1
Description of
session
Presentation of the Final Project
Student’s
individual
tasks and
practical
works
Planning, resource
creation. Materials design
TOTAL
MEBS08_CLIL Materials Development_DLAE
In-campus hours
Session
Observe that all in campus session will take place on the very same day. We will
dedicate them all to the final project to be described on the tutoring session on
March 12-
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Hours of study /
work
6h
30h
6h
30h
2015-2016
Theory, Practice and
Continuous Evaluation
Sessions
Individual Study and
Practical Work of the
Student
Online class
Session
ONLINE SESSIONS:
Personal work
1
CLIL materials in CLIL units
Concept clarification.
1,5
10h
2
Types of materials: reference,
supplementary,coursebooks, materials
development.
Description and analysis of
Resources and materials
1,5
10h
3
CLIL Materials
1,5
10h
4
Productive skills
1,5
10h
5
Receptive skills
1,5
10h
6
Personalizing CLIL lessons. The use of ICT
1,5
10h
7
Analysing and evaluating CLIL activities,
lessons and projects
1,5
10h
3
30h
Analysis of CLIL materials
Speaking and writing:
analysis and creation of
activities
Reading and listening
comprehension: analysis and
creation of activities
Materials analysis. Resource
creation through ICT.
Concept clarification.
Reflection on evaluation.
Evaluable Materials creation.
Exam
T
O
T
A
L
10,5 +105
Total number of hours
MEBS08 CLIL_Materials_Development_DLAE
150
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2015-2016