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Máster Universitario en Enseñanza Integrada de Lengua Inglesa y Contenidos: Educación Infantil y Primaria

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Metodología I

Código asignatura
MELING02-1-003
Curso
Primero
Temporalidad
Primer Semestre
Carácter
Obligatoria
Créditos
5
Pertenece al itinerario Bilingüe
No
Actividades
  • Docencia On Line (12.5 Hours)
  • Prácticas de Aula/Semina (22 Hours)
  • Tutorías Grupales (1 Hours)
  • Clases Expositivas (2 Hours)
Guía docente

The subject is framed within Module 2 in this Masters' Degre (Methodology). With this module, students are expected to acquire the knowledge, competences and skills which will enable them to teach content-subjects through an additional language using Content and Language Integrared Learning (CLIL). After completing both subjects, students will be able to programme teaching actions to teach contents through English in Pre-School and Primary Education.

The subject will be taught entirely in English. Students are expected to have a B1 according to the Common European Framework of Reference for the Languages.

Learning outcomes:

LO1. Communicate fluently in English.

LO3. Know and apply CLIL methodology in Pre-Schol and Primary Education

LO5. Plan teaching actions following CLIL principles in content-subjects.

LO7. Analyse the relevance of educational research in the improvement of the quality in education.

LO14. Teamwork

LO15. The ability to transmit general values and a deep respect for the environment.

Basic competences

CB6 - Understand knowledge that allow an opportunity to apply original ideas in research contexts. 

CB7 - Students should be able to apply the acquired knowledge to solve problems in new settings or in multidisciplinary contexts related to their area. 

CB8 - Students should be able to incorporate knowledge based on limited or incomplete informataion. They should be able to reflect on their social and ethic responsibilities related to their knowledge. 

CB9 - Students should be able to communicate conclusions and knowledge to specialised and non-specialised audiences in a straightforward way. 

CB10 - Students should acquire learning skills that allow them to continue studying independently. 

General competences

CG1. Respect to fundamental rights and especially those pertaining to the equality of men and women, in compliance with Ley 3/2007, March, 22.

CG2. Respect and defence of Human Rights and the principle of equal opportunity, in compliance with the final disposition in Ley 51/2003, December, 2. Attention to diversity in the bilingual class.

CG 3. General values of democratic societies such as the fostering of education and peace (Ley 27/2005, November, 30). The acceptance of cultural diversity and its relation to the integrated learning of foreign languages and contents.

 CG4. Application of theory into practice in order to gather results which will guide professionals to new challenges in research and learning.

 CG5. Updating and continuous formation in pedagogy and the teaching and learning of foreign languages.

Specific competences

CE1. An awareness of the implications of the Content and language integrated learning approach in the bilingual classroom.

CE3 - Understand and apply CLIL methodology in tasks, teaching units, etc. 

CE8 - Know the uses of audiovisual texts and apply them in bilingual classrooms. 

1 - CLIL: Implications and function.

2 - Cognitive and language processes in Content and Language Integrated Learning.

3 - Bilingualism and CLIL.

4 - Materials and resources in CLIL: The use of ICTs.

5 - Methodology and working plan.

The subject comprises both in-class teaching and autonomous learning, whose control will be made through the university’s virtual campus. In-class teaching will mostly consist of interactive sessions which include theory and practice in all its contents. Students’ participation is therefore a must both in the classroom and in the preparation of individual and group tasks. The teaching methodology will consequently be practical with an emphasis on the use of English in different communicative situations and expository skills. The following table shows the distribution of the different teaching modalities:

IN-CLASS TEACHING

AUTONOMOUS LEARNING

Topics

Hours (total)

Lectures

Workshop, Seminars

Language (practical)

Prácticas clínicas  hospitalarias

Group tutorials

Evaluation

Total

Virtual Campus 

Group work

Individual A. learning

Total

Topic 1

4

5

5

10

Topic 2

4

5

5

10

Topic 3

4

5

5

10

Topic 4

5

5

5

10

Topic 5

5

5

5

10

1

2

Total

125

22

1

2

25

25

25

50

100

MODALITIES

Hours

%

Totales

In-class teaching

Lectures

25

Practice

22

17,5%

Group tutorials

1

0,8%

Evaluation

2

1,6%

Autonomous learning

Groupwork

50

40%

100

Individual autonomous learning

25

20%

 Virtual Campus2520% 

Total

125

Exceptionally, should sanitary conditions require it, teaching activities may be carried out online. Should this be the case, students will be duly notified about the changes effected.

The students will be evaluated based on:

  • Written exam (30%)

  • Group and individual assignments (40%), including assessment of oral presentation and observation techniques

  • Portfolio (30%)

Extraordinary assessment:

In the extraordinary assessment, 30% of the grade will be constituted, as in the ordinary session, by a final written exam. The rest of the grade will be determined by the grade obtained through the remaining practical activities. For those students who take the extraordinary session and have not previously passed the practical part of the subjects (assignments and portfolio), specific work or assignments will be indicated that they must complete to pass this part.

Differentiated assessment for students:

Students who have requested differentiated assessment may opt for this modality, in which they will have to pass a written theoretical test, which will account for 40% of the final grade of the subject. Likewise, they must carry out other assignments/tasks that will represent 60%.

Forecast in the event of a possible suspension of face-to-face teaching activity:

Exceptionally, if health conditions require it, non-face-to-face evaluation methods may be included. In this case, students will be informed of the changes made

Baker, C. 2006. Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual Matters.

Baker, C. García, O. 2007. Bilingual Education: an Introductory Reader. Clevedon, Multilingual Matters.

Bentley, K. 2010. The TKT, Teaching Knowledge Test Course: CLIL Module. Cambridge: Cambridge University Press.

Cenoz, J. 2009. Towards Multilingual Education: Basque Educational Research from an International Perspective (Bilingual Education and Bilingualism). Multilingual Matters.

Cenoz, J., & Hornberger, N. H. 2010. Knowledge About Language (Encyclopedia of Language and Education). Springer.

Cummins, J. 2006. Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon, Multilingual Matters.

Dafouz-Milne, E. 2009. CLIL Across Educational Levels. Richmond.

Dalton-Puffer, C., Nikula, T., Smith, U. 2010.Language Use and Language Learning in CLIL Classrooms (AILA Applied Linguistics Series). John Benjamins Publishing Company.

Coyle, D., Hood, P., Marsh, D. 2010. CLIL: Content and language Integrated Learning. Cambridge University Press.

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Heine, L. 2010. Problem Solving in a Foreign Language: A Study in Content and Language Integrated Learning (Studies on Language Acquisition)De Gruyter Mouton.

Hönig, I. 2010. Assessment in CLIL: theoretical and empirical research. Muumlller.

Lasabagaster, D., Ruiz de Zarobe, Y. 2010. CLIL in Spain: Implementation, Results and Teacher Training. Cambridge Scholars Publishing.

Madrid Manrique, M. y Madrid Fernández, D. 2014. La Formación Inicial del Profesorado para la Educación Bilinguumle. Granada: Universidad de Granada.

Marsh, D. 2009. Using languages to learn and learn to use languages (article on the internet) http://www.clilcompendium.com/1uk.pdf

Marsh, D. 2013. The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration. Córdoba: Universidad de Córdoba.   

Marsh, D. Meehisto, P. & Frigols, M.J. 2008.Uncovering CLIL. Oxford: Mcmillan

Mephisto, P., Frigols, M. J., Marsh, D. 2008.Uncovering CLIL: Content and Language Integrated Learning and Multilingual Education. Macmillan.

Ruiz de Zarobe, Y. & Jiménez, R. 2009. Content and Language Integrated Learning: Evidence from Research in Europe (Second Language Acquisition). Multilingual Matters.

Ruiz de Zarobe, Y., Sierra, J. M., Gallardo del Puerto, F. 2011. Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (Linguistic Insights: Studies in Language and Communication). Peter Lang.

Sheelagh, D. & Price, C. 2007. Teaching other subjects through English. Oxford University Press.