Universität Wien FIND

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
Continuous assessment of course work

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

There will be NO CLASS on March 14th

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

Information

Aims, contents and method of the course

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.

Assessment and permitted materials

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

Minimum requirements and assessment criteria

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

Examination topics

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.

Reading list

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.

Association in the course directory

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

Last modified: We 27.02.2019 13:48