CM1 - Introduction to CLIL 2300-GPTE-CM1-InCLIL
Course Aims:
• to make trainees familiar with the fundamental features of CLIL
• to present examples of the models of CLIL from other European countries
• to familiarize trainees with the paths of enhancing CLIL oriented teaching & learning in the Polish system of education
• to develop trainees’ ability to plan and pursue a CLIL unit
• to develop trainees’ critical thinking skills by guiding them in selecting and preparing a CLIL oriented syllabus and didactic materials
• to make trainees aware of the importance of integrated education CLIL programme for further development of pupils in subject-driven CLIL education
• to acquaint trainees with the competences to be acquired by a CLIL teacher
Topic
The fundamental features of CLIL
CLIL-oriented teaching programmes in Europe
Polish National Curriculum and its possible correlations with CLIL
Polish National Curriculum and its possible correlations with CLIL
To CLIL or not to CLIL? – the future of CLIL in Poland
Planning CLIL units
CLIL teacher competences
Project presentations
Development of non-linguistic skills in language lessons
CLIL materials – sources available & creating own templates
Efekty kształcenia
Upon finishing the course, the participants will:
Knowledge
• know and understand the features of CLIL
• know the general principles of applying CLIL in pre-primary and primary school contexts
• be able to give examples of different models of CLIL teaching
• know the areas of the Polish Core Curriculum which lend themselves to integration with English language teaching
• understand the principles of planning CLIL-oriented syllabus
• know CLIL teacher competences which are indispensable in pre-primary and primary education
Skills
• plan lessons following the principles of content and language integrated learning
• evaluate teaching aids and materials designed for CLIL education
• assess the learning outcomes in CLIL programmes
• integrate the content and language in teaching young learners in different educational contexts and situations
•
• Competences
•
• is active and engaged in developing their language competences and their teaching competences in teaching English to young learners
• is critical in evaluating the usefulness of new ideas in teaching and is open to the dialogue with other teachers and learning from others
• appreciates the need of applying varied forms of teaching and their role in developing children’s motivation and positive attitude to language learning
• self-evaluates their own teaching and language skills
Kryteria oceniania
Presentations
Final test
CLIL unit
Literatura
Readings for the topic/meeting
Coyle, D., P. Hood & D. Marsh (2010) Content and Language Integrated Learning.
Ioannou-Georgiou, S., Pavlou P. (eds.) (2011) Guidelines for CLIL Implementation in Primary and Pre-primary Education.
Johnstone, Kubanek, Edelenbos
Mehisto, Marsh and Frigols. Uncovering CLIL. 2007.
Bilingual programme Evaluation. 2010. British Council
http://www.carla.umn.edu/
Polish Core Curriculum -translation ciculated by the trainer
http://www.carla.umn.edu/
Marsh, D., Langé, G. (eds.) (1999) Implementing Content and Language Integrated Learning, A TIE-CLIL Foundation Course Reader, TIE-CLIL Project, Jyväskylä, Finland.
Criteria for producing CLIL learning material
Peeter Mehisto
Towards quality-CLIL: successful planning
and teaching strategies. Oliver Mayer
CLIL Teacher competences 2001.Kazianka et al.
Szpotowicz, M. i M.Szulc-Kurpaska. Teaching English to Young Learners. 2009. PWN.
European Commission (2006) Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice: Brussels
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: