Universität Wien

126231 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching (2022W)

Content-and-Language-Integrated Learning

3.00 ECTS (2.00 SWS), SPL 12 - Anglistik
Continuous assessment of course work
Moodle

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).

Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

  • Friday 14.10. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 04.11. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 11.11. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 18.11. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Saturday 19.11. 09:00 - 12:30 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
  • Friday 25.11. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 02.12. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 09.12. 10:00 - 12:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 16.12. 10:00 - 12:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 13.01. 10:00 - 12:00 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 20.01. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19
  • Friday 27.01. 10:15 - 11:45 Raum 4 Anglistik UniCampus Hof 8 3E-EG-19

Information

Aims, contents and method of the course

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

Assessment and permitted materials

1) Online activities and in-class participation (25% of overall mark)
2) Presentation of a CLIL activity (plus materials). This should be on content from your "second subject" (30%, in pairs if possible)
3) CLIL classroom discourse analysis (45%): 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.

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 the lesson analysis task will be made available to students.

Reading list

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.

Association in the course directory

Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811

Last modified: Fr 07.10.2022 16:08