126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2019S)
Content and Language Integrated Learning
- Registration is open from Fr 15.02.2019 00:00 to Th 28.02.2019 23:59
- Deregistration possible until Su 31.03.2019 23:59
Classes (iCal) - next class is marked with N
There will be NO CLASS on March 14th
Aims, contents and method of the course
Assessment and permitted materials
Regular attendance is required for this course. Assessment is based on the following components1) 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
Minimum requirements and assessment criteria
0-59 = Nicht genügend
90-100 = Sehr gut
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.
Association in the course directory
Code/Modul: UF 4.2.1-623; MA UF 01A + B