Universität Wien FIND
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126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2019S)

Content and Language Integrated Learning

3.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Prüfungsimmanente Lehrveranstaltung

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

Die LV am 14. März ENTFÄLLT

Donnerstag 07.03. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 14.03. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 21.03. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 28.03. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 04.04. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 11.04. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 02.05. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 09.05. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 16.05. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 23.05. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 06.06. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 13.06. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21
Donnerstag 27.06. 16:00 - 18:00 Unterrichtsraum Anglistik UniCampus Hof 8 3G-EG-21

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Content and Language Integrated Learning:
By the end of this course, students will have a detailed overview of theoretical and practical issues surrounding Content-and-Language-Integrated-Learning (CLIL) as one form of English Medium Instruction. We will be looking at methodologies used in CLIL (and the challenges of integrating content and language-related foci) and will evaluate and create materials. Reference will be made to other EMI programmes at both secondary and tertiary levels of education.
More specifically, we will address the following areas:
- Language policy in EMI/CLIL
- Integration of language and content
- Analysis of EMI/CLIL classroom discourse
- Evaluation and creation of CLIL materials / activities
- Assessment in CLIL

A mixture of teacher-input, group and pair work and individual tasks will be used.

Art der Leistungskontrolle und erlaubte Hilfsmittel

Assessment:
Regular attendance is required for this course. Assessment is based on the following components

1) Participation in class and class activities, including the "paper roundtable" (20% of overall mark)
2) Presentation in class of a CLIL activity (plus materials). This should be on content from your "second subject" as long as this is not a language. (20%, in pairs if possible)
3) CLIL classroom discourse analysis: Analyse a CLIL/EMI lesson transcript Choose one to two aspects of classroom discourse as focus of your analysis. You need to include a structured description of the lesson in the main text, a clear presentation of research question and data analysis. Access to data will be provided via open data sources and the tutor’s materials. Length: 3,000 words. Hand in date is 10th July 2019 60% of overall mark

Mindestanforderungen und Beurteilungsmaßstab

A maximum of 100 can be achieved. All individual components have to be passed.
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut

Prüfungsstoff

As the topics can be chosen freely by student within the parameters described above, choice or relevant literature will depend on this choice. Advice on literature search will be provided in class and in consultations. Data needed for task 3 will be made available to students.

Literatur

Brinton, D. M., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction: Michigan Classics. New York: Newbury House Publishers.
Cenoz, J. & F. Genesee (eds.) (1998) Beyond bilingualism. Clevedon: Multilingual Matters.
Coffin, C. (2006). Historical Discourse: the language of time, cause and evaluation, Continuum: London,UK
.*Dafouz, E., Nunez, B. and Sancho, C. (2007). Analysing stance in a CLIL university context: non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingualism and Bilingual Education 10 (5): 647-662.
*Dafouz, E. and Llinares, A. (2008). The Role of Repetition in CLIL Teacher Discourse: A Comparative Study at Secondary and Tertiary Levels. International CLIL Research Journal. Vol 1(1).
Dalton-Puffer, Christiane, Nikula, Tarja and Smit, Ute (eds) Language Use in Content-and-Language-Integrated Learning (CLIL). Amsterdam: John Benjamins
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing.
*Kontio, J. & L. K. Sylven (2015) Language alternation and language norm in vocational content and language integrated learning, Language Learning Journal, 43:3, 271-285, DOI: 10.1080/09571736.2015.1053279
Lasagabaster, D& Sierra, J.M. (2010).Immersion and CLIL in English: more differences than similarities, ELT Journal, Volume 64 367-375, https://doi.org/10.1093/elt/ccp082
Leung, C. (2005) Language and Content in Bilingual Education. In Linguistics and Education 16, 238-252.
Mehisto, P. Frigols, M-J. and Marsh, D. (2008). Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education. MacMillan Publishers.
Meyer, O. (2012): „Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. In: Eisenmann, M./Summer, T. (Hrsg.). Basic Issues in EFL Teaching. Heidelberg: Universitätsverlag Winter, 295-313.
Mohan, B. (1986) Language and content. Reading, MA: Addison-Wesley.
*Morton, T. (2015) Vocabulary explanations in CLIL classrooms: a conversation analysis perspective, The Language Learning Journal, 43:3, 256-270, DOI: 10.1080/09571736.2015.1053283
Ruiz de Zarobe, Y. and Jimenez Catalan, R. (2009) (eds) CLIL: Evidence from research in Europe. Clevendon: Multilingual Matters.
Wolff and D. Marsh (eds) (2007) Content and Language Integrated Learning in Europe- Converging and Diverging goals. Frankfurt: Peter Lang.

Zuordnung im Vorlesungsverzeichnis

Studium: UF 344; MA UF EN 046
Code/Modul: UF 4.2.1-623; MA UF 01A + B
Lehrinhalt: 12-4811

Letzte Änderung: Mi 27.02.2019 13:48