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 UOC learning resources used in the subject   Additional information on 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.

This course introduces the methodology of teaching content and foreign languages known as Content and Language Integrated Learning (CLIL). The course is divided into three 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):

  • (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 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.

 

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  • 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

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Content and Language Integrated Learning (CLIL) Web

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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 students' own work and the assumption that this work is original and has been carried out by them.

In assessment activities, the following irregular behaviours, among others, may have serious academic and disciplinary consequences: someone else being involved in carrying out the student's assessment test or activity, or the work being not entirely original; copying another's work or committing plagiarism; attempting to cheat to obtain better academic results; collaborating in, covering up or encouraging copying; or using unauthorized material, software or devices during assessment.

If students are caught engaging in any of these irregular behaviours, they may receive a fail mark (D/0) for the assessable activities set out in the course plan (including the final tests) or in the final mark for the course. This could be because they have used unauthorized materials, software or devices (e.g. social networking sites or internet search engines) during the tests, because they have copied text fragments from an external source (internet, notes, books, articles, other student's projects or activities, etc.) without correctly citing the source, or because they have engaged in any other irregular conduct.

In accordance with the UOC's academic regulations , irregular conduct during assessment, besides leading to a failing mark for the course, may be grounds for disciplinary proceedings and, where appropriate, the corresponding punishment, as established in the UOC's coexistence regulations.

In its assessment process, the UOC reserves the right to:

  • Ask the student to provide proof of their identity, as established in the university's academic regulations.
  • Request that students provide evidence of the authorship of their work, throughout the assessment process, both in continuous and final assessment, by means of an oral test or by whatever other synchronous or asynchronous means the UOC specifies. These means will check students' knowledge and competencies to verify authorship of their work, and under no circumstances will they constitute a second assessment. If it is not possible to guarantee the student's authorship, they will receive a D grade in the case of continuous assessment or a Fail in the case of final assessment.

    For this purpose, the UOC may require that students use a microphone, webcam or other devices during the assessment process, in which case it will be the student's responsibility to check that such devices are working correctly.

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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.

 

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