Integrating English into the primary curriculum 2300-IEPC-BIP
There are three main aims of the course. They include creating cross curricular materials for
teaching English in primary school in grades 1-3/4, developing intercultural competence and
obtaining international teamwork skills. In the course, students work both virtually and in-
person during their one week sojurn in Austria. During the virtual part (October to
December), students are being acquinted in various ways of integrating English in primarry
education, as well as CLIL methodology. They work in international groups to create 3
lessons plans in various content areas as well as materials for integrating English in primary
education. During their one week exchange trip to Innsbruck, students are developing their
international competence through working in small groups on the teaching assignments.
They also spend 2 days in Austrian primary schools in order to implement their lessons. In
the course of their one week trip to Innsbruck, they spend time on improving lesson plans
and assessments, which they implement during their teaching placements. In addition,
students share various aspects of their country traditions to other students and reflect on
their international experiences. The final aspects of their trip include reflecting on their
teaching and obtaiing feedback from both their peers and instructors.
Koordynatorzy przedmiotu
Efekty kształcenia
Knowledge
know and understand the features of CLIL
know the general principles of applying CLIL in primary school contexts
be able to give examples of different models of integration in various European
countries
understand the principles of planning CLIL-oriented syllabus
know CLIL teacher competences which are indispensable in primary education
Skills
work in international groups
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 reflective and receptive to feedback
is critical in evaluating the usefulness of new ideas in teaching and is open to the
dialogue with other teachers and learning from others
Kryteria oceniania
Attendence and participation in both virtual and in physical exchange 30%
Lesson plans 60%
Country presentations 10%
Literatura
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford University Press
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning.
Cambridge University Press.
De Graaff, R., Jan Koopman, G., Anikina, Y., & Westhoff, G. (2007). An observation tool for
effective L2 pedagogy in content and language integrated learning (CLIL). International
Journal of Bilingual Education and Bilingualism, 10(5), 603-624.
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language
integrated learning in bilingual and multilingual education. Macmillan.
Szpotowicz, M. i M.Szulc-Kurpaska. Teaching English to Young Learners. 2009. PWN.
Więcej informacji
Dodatkowe informacje (np. o kalendarzu rejestracji, prowadzących zajęcia, lokalizacji i terminach zajęć) mogą być dostępne w serwisie USOSweb: