Universität Wien

126232 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2018W)

Content-and-Language-Integrated-Learning

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

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

Mittwoch 10.10. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 17.10. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 24.10. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 31.10. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 07.11. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 14.11. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 21.11. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 28.11. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 05.12. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 12.12. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 09.01. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 16.01. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 23.01. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
Mittwoch 30.01. 12:00 - 14:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19

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) Reaction to an academic paper chosen from the bibliography and marked with an asterisk* (or a different one after consultation with Prof. Hüttner) of no more than 500 words outlining a) main ideas or finings b) relevance to you as a (future) teacher (of CLIL) and c) issues/questions arising from it. (20%) Hand-in date 19 November 2018
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 13th February 2019. 60% of overall mark

Mindestanforderungen und Beurteilungsmaßstab

A maximum of 100 can be achieved (max 20 Task 1, max. 20 Task 2 and max 40 Task 3). All individual components have to be passed i.e. achieving more than 50% of the total points.
0-59 = Nicht genügend
60-69= Genügend
70-79= Befriedigend
80-89= Gut
90-100 = Sehr gut

Prüfungsstoff

Task 1: Article of choice (with tutor agreement) on CLIL from a peer-reviewed journal authored between 2009_2019
Task 2: Curricula, Content materials,
Task 3: independent choice of analytic focus, relevant literature needs to be searched for and selected by student

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: Mo 07.09.2020 15:33