The language of school disciplines in CLIL (Content and Language Integrated Learning) classrooms

Transcripción

1 ASIGNATURA / COURSE TITLE The language of school disciplines in CLIL (Content and Language Integrated Learning) classrooms 1.1. Código / Course number Materia / Content area Módulo 3: Lingüística Aplicada al Aprendizaje del Inglés como Lengua Extranjera en Contextos Bilingües y No-bilingües / Module 3: Linguistics Applied to Foreign Language Teaching and Learning in Bilingual and Non-bilingual Contexts 1.3. Tipo / Course type Elective subject 1.4. Nivel / Course level Master (MA) 1.5. Curso / Year 1 st 1.6. Semestre / Semester 1st (Fall semester) 1.7. Número de créditos / Credits 5 ECTS credits Requisitos previos / Prerequisites Disponer de un nivel de inglés que permita al alumno leer bibliografía de consulta y comprender las clases presenciales y comunicarse en ellas / Students must know enough English to read and write in the language, follow in-class sessions and communicate. 1 de 6

2 1.9. Requisitos mínimos de asistencia a las sesiones presenciales / Minimum attendance requirement Attendance at in-class sessions is highly recommended Datos del equipo docente / Faculty data Docentes/ Lecturers: Ana Llinares García Departamento de Filología Inglesa/ English Studies Department Facultad de Filosofía y Letras/ Arts Faculty Despacho y Módulo /Office and Module: 102. IV bis Teléfono/ Phone: Correo electrónico/ ana.llinares@uam.es Rachel Whittaker Departamento de Filología Inglesa/ English Studies Department Facultad de Filosofía y Letras/ Arts Faculty Despacho y Módulo /Office and Module: 308 VI bis Teléfono/ Phone: Correo electrónico/ rachel@uam.es Objetivos del curso / Course objectives a) Descripción del módulo / Description of the module Module 3 The module offers recent applications of linguistic theory to the teaching and learning of Foreign Languages, again combining the profiles of researcher and professional, and leading to a degree of specialization. It is strongly theory-based, and allows students to detect and analyse problems, do research and apply their findings in their teaching, as well as to reflect critically on their practice and on the processes involved in learning a foreign language. The module includes subjects designed for content teachers using the English language in their classrooms and for those interested in corpora and new technologies applied to teaching. b) Competencias / Skills: E6 Conocer las características del discurso de los distintos tipos de aulas de lenguas extranjeras, así como los rasgos lingüísticos que diferencian los textos y materiales de las disciplinas escolares en sus registros orales y escritos./ To become familiar with the characteristics of the discourse of the different types of foreign language 2 de 6

3 classrooms, and the linguistic features which differentiate spoken and written texts and class materials in the school subjects E12 Ser capaz de utilizar los instrumentos de análisis del discurso de las disciplinas del aula. / To be capable of using the tools discourse analysis offers to study the language of the disciplines E15 Tener una actitud analítica ante la evidencia lingüística y mostrar iniciativa en la resolución de los problemas técnicos y procedimentales que presenta el método científico./ To approach linguistic evidence from an analytical perspective and be pro-active in looking for solutions to technical problems arising in the process of scientific study. E20 Desarrollar una ética académica hacia el uso de los datos y los sujetos implicados en la investigación y hacia el trabajo propio y ajeno./ To develop an ethical stance to academic work using data and research subjects, as well as to one's own work and that of others E21 Tomar conciencia de los propios procesos de adquisición de una segunda lengua y de lo que significa ser un hablante no nativo de una lengua./ To become aware of one's own processes of acquisition of another language, and of what it means to be a non-native speaker. c) Subject description This course focuses on the study of the genres and registers of texts produced and used in content classes taught through English as a foreign language. It introduces students to research carried out on genre and register in education in different parts of the world. Students will learn how to analyse the linguistic features of spoken and written language across school disciplines in CLIL contexts, and to recognize genres and sub-genres of different disciplines. We will also reflect on CLIL students language production in comparison with that of their L1 counterparts. d) Learning outcomes: 1. Conocer las características del discurso de los distintos tipos de aulas de lenguas extranjeras, así como los rasgos lingüísticos que diferencian los textos y materiales de las disciplinas escolares en sus registros orales y escritos./ The students will know the characteristics of the discourse of the different types of foreign language classrooms, and the linguistic features which differentiate spoken and written texts and class materials in the school subjects 2. Haber aprendido a utilizar los instrumentos de análisis del discurso del aula, / The students will be capable of using the tools discourse analysis offers to study the language of the disciplines 3. Haber tomado conciencia de los propios procesos de adquisición de una segunda lengua y de lo que significa ser un hablante no nativo de una lengua/ The students 3 de 6

4 will be able to reflect on their own processes of acquisition of another language, be aware of what it means to be a non-native speaker Contenidos del programa / Course contents Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Learning a second language in bilingual and CLIL contexts. Classroom interaction in CLIL contexts The roles of language in CLIL: integrating form and meaning; integrating the academic and the interpersonal The language of school subjects in CLIL: Genres The language of school subjects in CLIL: Registers Reading and writing in CLIL classes Invited seminar on CLIL+ Debate on projects Referencias de consulta / Course bibliography Compulsory reading Llinares, A., T. Morton & R. Whittaker (2012) The Roles of Language in CLIL. Cambridge: CUP. Basic references Baker, C. & S. Prys Jones (1998) Encyclopedia of Bilingualism and Bilingual Education. Clevedon: Multilingual Matters Brinton, D.M., Snow, M.A. & M. Wesche (2003) Content-based second language instruction. Michigan: Michigan Classics London: Multilingual Matters Dalton-Puffer, C. (2007) Discourse in CLIL classrooms. Amsterdam: John Benjamins. Dalton-Puffer, C., T. Nikula and U. Smit eds. (2010) Language Use and Language Learning in CLIL Classrooms. Amsterdam: Benjamins. Gibbons, P. (2006) Bridging Discourses in the ESL Classroom. London: Continuum. Lyster, R. (2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. London: Continuum. Schleppegrell, M. (2004) The Language of Schooling. NJ: Lawrence Erlbaum 2. Further references and required readings (articles and book chapters) will be posted on the course website. 4 de 6

5 2. Métodos docentes / Teaching methods The teaching-learning methodology includes the following activities: 1. Contact activities (seven sessions of four hours of classes plus programmed tutorials): 1. Theoretical and practical classes: four-hour sessions in which the teacher presents the content of the course, and then the students applies these theoretical concepts in discussions, surveys, tasks, oral presentation, etc., to deepen their understanding of the issues. 2. Tutorial monitoring: programmed sessions to monitor student progress. 3. Invited Seminars: seminars on various topics related to Applied Linguistics in English and taught by visiting experts. 4. Online work: online tasks aimed at monitoring student progress, discussion forums, collaborative creation of course webpage (wiki) etc. (These are 'contact sessions in that these tasks will involve online interaction with between teacher and student). 2. Non-contact activities: 1. Readings: guided reading of theoretical references. 2. Practical exercises: summaries, critical analysis of readings, to be discussed both in classes and online. 3. Tiempo de trabajo del estudiante / Student workload Clases teórico-prácticas Tutorías programadas Presencial Seminarios monográficos; conferencias etc. Otros: Trabajo en red (ejercicios guiados, forum de debate, etc.) Lecturas No Ejercicios prácticos, resúmenes, análisis críticos presencial de lecturas, etc. Preparación del trabajo del curso Carga total de horas de trabajo: 25 horas x 5 ECTS Nº de horas 28 h 5 h 6 h 13h 30 h 13 h 30 h 125 h Porcentaje 42 % = 52 horas 58 % = 73 horas 5 de 6

6 4. Métodos de evaluación y porcentaje en la calificación final / Evaluation procedures and weight of components in the final grade Evaluation will be based on: 1. Submission of tasks: analysis of classroom data and critical readings 40% 2. Participation in the course 10% 3. Research project 50% 5. Cronograma / Course calendar Semana Week Contenido Contents Horas presenciales Contact hours Learning a second language in bilingual and CLIL contexts 4 8 Classroom interaction in CLIL contexts 4 8 The roles of language in CLIL: integrating form and meaning; integrating the academic and the interpersonal 4 8 The language of school subjects in CLIL: Genres. 4 8 The language school subjects in CLIL: Registers 4 8 Horas no presenciales Independent study time 6 Reading and writing in CLIL 4 8 Invited seminar on CLIL+ 7 Debate on projects Tutorials 5 On-line work 9 6 de 6