
Content and Language Integrated Learning (CLIL)	Code: M4.968 : 6

View general information Description The subject within the syllabus as a whole Professional fields to which it applies Prior knowledge Information prior to enrolment Learning objectives and results Content View the learning resources used in the subject Support tools and learning resources Guidelines on assessment at the UOC View the assessment model

This is the course plan for the second semester of the academic year 2023/2024. To check whether the course is being run this semester, go to the Virtual Campus section More UOC / The University / Programmes of study section on Campus. Once teaching starts, you'll be able to find it in the classroom. The course plan may be subject to change.

Description

This course introduces the methodology of teaching content and foreign languages known as Content and Language Integrated Learning (CLIL). The course is divided into four blocks, each of which targets a specific subtopic within this methodology. On completing this course, students will be able to: (1) critically assess the opportunities and drawbacks of CLIL in relation to other methodologies (e.g., bilingual education), (2) plan lessons and build up pedagogic sequences in CLIL, (3) use technological tools in CLIL contexts, and (4) design and put into practice an observation tool focusing on a specific aspect of language learning in CLIL.

This course is offered as an optional course in the Master’s program in Technology-mediated language teaching and learning and it is also offered as a stand-alone specialization course.

The subject within the syllabus as a whole

This is an optional course in the Master’s program in technology-mediated language teaching and learning and it belongs to the optional block of courses called “Pedagogical approaches”.

Professional fields to which it applies

This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes materials writers for online language learning, editors, and consultants for online language learning platforms.

Prior knowledge

In order to register for this course, no previous courses from the MU in Technology-mediated language teaching and learning are required.

Information prior to enrolment

Students need to have a level of English (medium language) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.

Learning objectives and results

This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S):

(B8) Students should be able to integrate knowledge and skills and be able to face the complexity of making judgments based on information that, despite being limited or incomplete, will include reflections on social and ethical aspects related to the application of their knowledge and judgment.
(B10) Be able to study in a self-directed and autonomous way.
(G2) Search for, obtain, process and communicate information (oral, written, audio-visual, digital or multimedia) in order to transform it into knowledge through analysis and synthesis.
(T3) Express oneself properly in writing and transmit knowledge and insights in complex texts rigorously and fluently.
(S5) Design, implement and evaluate interventions focused on language teaching through technology, using different pedagogical approaches and establishing evaluation guidelines for different language skills.

These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:

Explain the main characteristics of CLIL in the context of bilingual education and immersion programs.
Examine the main issues surrounding the use of technology in CLIL, both inside and outside the classroom.
Elaborate a proposal for the implementation of CLIL in an educational setting which clearly communicates the advantages of introducing CLIL and the logistical and other issues that need to be taken into account.
Recognise the use of receptive and productive skills in a CLIL lesson.
Identify relevant teaching techniques through lesson observation.
Analyze and critically evaluate CLIL materials and tasks.
Apply CLIL methodology to the design of didactic units.
Recognize the opportunities and risks involved in implementing technological tools in a CLIL classroom.
Apply technological tools to a CLIL classroom showing awareness of and sensitivity to its social and ethical implications
Design and assess an observation tool and analyze its advantages and disadvantages, paying special attention to the potential it has to be used in the classroom.

Content

Origins of CLIL, the similarities and differences between CLIL and other methodologies (e.g., bilingual education), and its advantages and drawbacks.
Principles of planning a lesson and building up a teaching sequence in CLIL. Critical analysis of CLIL materials and design of original CLIL materials
Using technology in a CLIL classroom, ICT tools in a CLIL classroom, and massive online open courses (MOOCs) in CLIL.
Techniques and tools teachers can use to ensure the development of learners' language skills in CLIL. Design and implementation of an observation tool focusing on a specific aspect of language learning in CLIL

View the learning resources used in the subject


Content and Language Integrated Learning (CLIL)	Web

Support tools and learning resources

The materials for this course are self-learning materials in web format and they are available in the virtual classroom. They include various units that gradually build up the contents of the course, with charts, summaries, and examples. In addition, they include activities so that students can check their level of understanding and mastery of the materials. In addition to the supporting self-learning materials, students will work with a bibliography in order to examine the topics of the course more in depth.

Guidelines on assessment at the UOC

The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

View the assessment model

You can only pass the course if you participate in and pass the continuous assessment. Your final mark for the course will be the mark you received in the continuous assessment.