CM4 - CLIL in different contexts 2300-GPTE-CM4-CLIL
During this course, students are acquainted with a diversity of contexts of bilingual education around the world and broaden their repertoire of teaching strategies such as diversifying input, maximizing output, scaffolding, using graphic organizers and planning learning sequences.
Efekty kształcenia
Course Goals:
Knowledge:
• Student has an increasing awareness of language and content integration through learning about the diversity of contexts of bilingual education around the world.
• Student is acquainted with SLA and educational theories supporting language and content integration, which support CLIL instruction at primary levels.
• Student understands the role of literacy development in context of CLIL teaching at primary grades
Skills:
• Student is able to apply the theoretical concepts of CLIL into classroom practice
• Student plans CLIL instruction appropriate for young language learners
• Student utilizes cooperative learning and strategy-based instruction when planning CLIL
• Student broadens the repertoire of strategies appropriate for CLIL instruction
Competences:
• Student understands the need for continuous professional development by integrating knowledge from a variety of fields
• Student cooperates with other teachers and school professionals while problem solving, supports others and uses others’ support to contribute to better integration
• Student uses reflection and analysis are continuously guiding pedagogical activities
Kryteria oceniania
A. Midterm test
B. Semester paper (6-7 pages)
C. CLIL unit self-assessment
Literatura
Selected Bibliography:
Cammarata, L. and D.Tedick. 2012. ‘Balancing content and language in instruction: The experience of
immersion teachers,’ The Modern Language Journal 96/2: 251‐269.
Cenoz, J., F. Genesee and D. Gorter. 2013. ‘Critical analysis of CLIL: taking stock and looking forward’,
Applied Linguistics. Advance access, 1‐26. (doi:10.1093/applin/amt011).
Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562.
Dalton-Puffer, C., LLinares, A., Lorenzo, F., & Nikula,T. (2014). You can stand under my umbrella: Immersion, CLIL and bilingual education. Aresponse to Cenoz, Gensee & Gorter (2013). Applied Linguistics, 35, 213–218.
Llinares, A., T. Morton and R. Whittaker. 2012. The Roles of Language in CLIL. Cambridge
University Press.
Muñoz, C. (2008a) Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning. Applied Linguistics, 24(4), 578-596.
doi: 10.1093/applin/amm056
Muñoz, C. (2007) CLIL: Some thoughts on its psycholinguistic principles. Lorenzo, F., Casal S., de Aba, V. y Moore, P. (eds.) Models and Practice in CLIL. Monográfico de la Revista Española de Lingüística Aplicada (Resla) , 17-26.
Wall, D. (2012) Immersion Education: Practices, Policies, Possibilities, edited by Diane J. Tedick, Donna Christian, and Tara Williams Fortune, Bilingual Research Journal, 35:2, 243-246
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: