126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2020W)
Teaching English through a content and language integrated approach (CLIL)
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Tu 08.09.2020 12:00 to Tu 15.09.2020 23:59
- Deregistration possible until Sa 31.10.2020 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
All sessions will be held on-line
Friday
13.11.
15:00 - 18:30
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Saturday
14.11.
10:00 - 12:30
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Friday
27.11.
15:00 - 18:30
Digital
Saturday
28.11.
10:00 - 12:30
Digital
Friday
11.12.
15:00 - 18:30
Digital
Saturday
12.12.
10:00 - 12:30
Digital
Friday
22.01.
15:00 - 18:30
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Saturday
23.01.
10:00 - 12:30
Raum 1 Anglistik UniCampus Hof 8 3E-EG-05
Information
Aims, contents and method of the course
Assessment and permitted materials
This course is “prüfungsimmanent”, i.e. assessment depends on students’ achievements in the following areas:Areas Individual parts Percentage
A RWF – regular written feedback 25%
B WebQuest presentations 15%
C Term paper 50%
D Active participation 10%
Total 100%
A RWF – regular written feedback 25%
B WebQuest presentations 15%
C Term paper 50%
D Active participation 10%
Total 100%
Minimum requirements and assessment criteria
This course is “prüfungsimmanent”, i.e. assessment depends on students’ achievements in the following areas:Areas Individual parts Percentage
A RWF – regular written feedback 25%
B WebQuest presentations 15%
C Term paper 50%
D Active participation 10%
Total 100%In order to receive a positive overall mark, you have to obtain at least a pass mark (60%) in these three areas.ad A) After each class you are to send in some short feedback (about 200 words) on a designated forum, on issues assigned, by one week after the actual course!
ad B) Your WQ presentations will be done through a 15 min PPP in pairs/solo and will include an emailed hand-out for your class-mates critically appraising the WQ.
ad C) A term paper, in which you relate to the course contents, the RWF and present a critical appraisal of your CLIL experiences and course contents. You will write appr. 2,000 words. Please refer to ‘Publication Manual of the American Psychological Association. Sixth Edition’ for guidelines.
Papers not turned in at the assigned date will be marked as unsatisfactory (5)!
If plagiarism (= the wrongful appropriation and publication of the ideas of another as one´s own, OED) is detected in any written work, this will result in a negative mark!
ad D) You are expected to participate actively in class and in group work and to knowledgably reflect on reading assignmentsAttendance
Regular attendance is obligatory, and students must not miss more than 2 classes in the
course of the semester. If you cannot come to class, please let me know beforehand. In case of
absence, contact your colleagues for notes and information on the class you missed. In case of IT focused classes you are expected to fully participate with your video facilities on.
A RWF – regular written feedback 25%
B WebQuest presentations 15%
C Term paper 50%
D Active participation 10%
Total 100%In order to receive a positive overall mark, you have to obtain at least a pass mark (60%) in these three areas.ad A) After each class you are to send in some short feedback (about 200 words) on a designated forum, on issues assigned, by one week after the actual course!
ad B) Your WQ presentations will be done through a 15 min PPP in pairs/solo and will include an emailed hand-out for your class-mates critically appraising the WQ.
ad C) A term paper, in which you relate to the course contents, the RWF and present a critical appraisal of your CLIL experiences and course contents. You will write appr. 2,000 words. Please refer to ‘Publication Manual of the American Psychological Association. Sixth Edition’ for guidelines.
Papers not turned in at the assigned date will be marked as unsatisfactory (5)!
If plagiarism (= the wrongful appropriation and publication of the ideas of another as one´s own, OED) is detected in any written work, this will result in a negative mark!
ad D) You are expected to participate actively in class and in group work and to knowledgably reflect on reading assignmentsAttendance
Regular attendance is obligatory, and students must not miss more than 2 classes in the
course of the semester. If you cannot come to class, please let me know beforehand. In case of
absence, contact your colleagues for notes and information on the class you missed. In case of IT focused classes you are expected to fully participate with your video facilities on.
Examination topics
See above
Reading list
• Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press.
• Bentley, K. (2010). The TKT Course CLIL Module. Cambridge English.
• Cenoz, J., & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum, 28(1), 1-7. doi:10.1080/07908318.2014.1000921
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. Dale, L., van der Es, W., & Tanner, R. (2011). CLIL skills. Leiden: European platform.
• Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092
• Gierlinger, E. M. (2017). Teaching CLIL? Yes, but with a pinch of SALT. Journal of Immersion and Content-Based Language Education, 5(2), 188-215.
• Hall, J. K. (2019). Essentials of SLA for L2 Teachers. New York: Routledge.
• Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield: Equinox Publishing.
• Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12 (2nd ed.). Jossey-Bass.
• Bentley, K. (2010). The TKT Course CLIL Module. Cambridge English.
• Cenoz, J., & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum, 28(1), 1-7. doi:10.1080/07908318.2014.1000921
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. Dale, L., van der Es, W., & Tanner, R. (2011). CLIL skills. Leiden: European platform.
• Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092
• Gierlinger, E. M. (2017). Teaching CLIL? Yes, but with a pinch of SALT. Journal of Immersion and Content-Based Language Education, 5(2), 188-215.
• Hall, J. K. (2019). Essentials of SLA for L2 Teachers. New York: Routledge.
• Rose, D., & Martin, J. R. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield: Equinox Publishing.
• Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12 (2nd ed.). Jossey-Bass.
Association in the course directory
Studium: UF 344; MA UF EN 046/507
Code/Modul: UF 4.2.1-623; MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: UF 4.2.1-623; MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: Fr 12.05.2023 00:16
In this course, we will evaluate the potential of this approach by critically exploring and reflecting on CLIL methodological principles as applied to real-world projects and situations. We will try out various CLIL activities, games and techniques. The following aspects will be the cornerstones of this highly interactive and practice-oriented course:
• TALK (teachers’ awareness of language knowledge) in CLIL:
o Essentials of SLA for CLIL: From personal beliefs to informed EFL knowledge
o Genre, register, and academic vocabulary in CLIL
o Multilingualism in CLIL
o Technology and CLIL (WEBQuests, LexTutor, Lexical analysis, EVP
o Pedagogical language knowledge in CLIL and towards a methodology of CLIL
• CLIL – an overview of the Austrian context and a European perspective
This course is specifically targeted towards students with (at least) ONE content subject who want to improve their learners' foreign language competence by teaching the content subject through the target language English.Students will be able to…
• incorporate CLIL teaching principles into their subject classrooms.
• design tasks and materials suitable for their respective CLIL situation.
• to self-assess their knowledge regarding the teaching of CLIL.
• to critically appraise different types of texts.In order to achieve this, numerous pair or group work activities as well as interactive and creative formats should enable students to participate frequently in class discussions and are meant to provide for a motivating and stimulating atmosphere in class.