Universität Wien

126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2021S)

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

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

Online
Donnerstag 12:15-13:45
Beginn: 11.03.2021

  • Donnerstag 11.03. 12:15 - 13:45 Digital
  • Donnerstag 18.03. 12:15 - 13:45 Digital
  • Donnerstag 25.03. 12:15 - 13:45 Digital
  • Donnerstag 15.04. 12:15 - 13:45 Digital
  • Donnerstag 22.04. 12:15 - 13:45 Digital
  • Donnerstag 29.04. 12:15 - 13:45 Digital
  • Donnerstag 06.05. 12:15 - 13:45 Digital
  • Donnerstag 20.05. 12:15 - 13:45 Digital
  • Donnerstag 27.05. 12:15 - 13:45 Digital
  • Donnerstag 10.06. 12:15 - 13:45 Digital
  • Donnerstag 17.06. 12:15 - 13:45 Digital
  • Donnerstag 24.06. 12:15 - 13:45 Digital

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

This course is not suited to students who have a language as their second subject!

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 Education. 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 and official language management for CLIL
- Integration of language and content
- Analysis of EMI/CLIL classroom discourse, with specific focus on Disciplinary Language
- 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

1) Online activities and in-class participation (30% of overall mark)
2) Presentation of a CLIL activity (plus materials). This should be on content from your "second subject" (25%, 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 2021 45% 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 the lesson analysis task will be made available to students.

Literatur

Selected texts:
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL). Amsterdam: John Benjamins Publishing.
Hüttner, J. (2018). Elf and Content and Language Integrated Learning. In J. Jenkins, W. Baker, & M. Dewey (Eds.), Routledge handbooks in applied linguistics. The Routledge handbook of English as a lingua franca (481-493). Routledge Taylor & Francis Group.
Hüttner, J., & Smit, U. (2014). CLIL (Content and Language Integrated Learning): The bigger picture. System, 44, 160–167. https://doi.org/10.1016/j.system.2014.03.001 (A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587-597).
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
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Ernst Klett Sprachen..
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..
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 046/507
Code/Modul: UF 4.2.1-623; MA UF 01A + B
Lehrinhalt: 12-4811

Letzte Änderung: Fr 12.05.2023 00:16