(in Polish) Wprowadzenie do zintegrowanego nauczania przedmiotowo-językowego (CLIL) 2300-NJ-DWNJA-CL
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
Topics covered during the course:
- The fundamental features of CLIL
- CLIL-oriented teaching programmes in Europe
- CLIL-oriented teaching programmes in the USA
- 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
- Project presentations
- Final test
- Course evaluation
Type of course
Course coordinators
Learning outcomes
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
Assessment criteria
The course ends with a credit which depends on the student’s fulfillment of the following course requirements.
1. A CLIL unit (portfolio task)
2. Reflection on the process of creating and delivering CLIL materials (portfolio task)
3. Short homework assignments (reading and tasks)
4. A final test
5. Participation – 1 absence allowed
Bibliography
Readings for the topic/meeting
Coyle, D., Hood, P., & Marsh, D. (2010).CLIL: Content and Language Integrated Learning. Cambridge University Press, Cambridge.
European Commission (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Eurydice: Brussels
Ioannou-Georgiou, S., & Pavlou, P. (2011). Guidelines for CLIL implementation in primary and pre-primary education. Cyprus: Cyprus Pedagogical Institute.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan Education.
Marsh, D. L., Langé, G. (eds.) (1999). Implementing Content and Language Integrated Learning. Continuing Education Centre, University of Jyväskylä, Finland.
Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro 21, 15-33.
Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. Pulso 33, 11-29
Pavesi, M., Bertocchi, D., Hofmannová, M., & Kazianka, M. (2001). CLIL guidelines for teachers. Milan: TIE CLIL.
Szpotowicz, M., Szulc-Kurpaska, M. (2009). Teaching English to Young Learners. PWN.
Bilingual programme Evaluation. 2010. British Council
Polish Core Curriculum -translation circulated by the trainer
http://www.carla.umn.edu/
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: