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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 first semester of the academic year 2024/2025. 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. | |||||
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. |
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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”. |
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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. |
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In order to register for this course, no previous courses from the MU in Technology-mediated language teaching and learning are required.
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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.
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This course will contribute to develop the following competencies: Basic (B), general (G), transversal (T), and specific (S):
These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:
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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. |
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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. |
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