Investigación en Acción en Aulas Bilingües y de Inglés como Lengua Extranjera Action research in CLIL and EFL classrooms

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1 ASIGNATURA / COURSE TITLE Investigación en Acción en Aulas Bilingües y de Inglés como Lengua Action research in CLIL and EFL classrooms 1.1. Código / Course number Materia / Content area Módulo 3: Lingüística Aplicada al Aprendizaje del Inglés como Lengua 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 2nd 1.7. Número de créditos / Credits 5 ECTS credits Requisitos previos / Prerequisites Esta asignatura se imparte íntegramente en inglés. Los alumnos deben disponer de un nivel de inglés que les permita leer bibliografía de consulta y comprender las clases presenciales y comunicarse en ellas. / This subject is taught in English. 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: 104. IV bis Teléfono/ Phone: Correo electrónico/ ana.llinares@uam.es Natalia Evnitskaya 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/ natalia.evnitskaya@uam.es Objetivos del curso / Course objectives a) Descripción del módulo / Description of the Module 3 The module offers recent applications of linguistic theory to the teaching and learning of FLs, 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 classrooms, and the linguistic features which differentiate spoken and written texts and class materials in the school subjects. 2 de 6

3 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 analysis of classroom discourse and interaction in bilingual (CLIL) classrooms and its effect on second language acquisition. Students and teachers roles in CLIL sessions will also be compared to EFL and L1 content classes. d) Learning outcomes 1. Conocer las principales corrientes teóricas y metodológicas de la adquisición de lenguas y sus implicaciones para la teoría lingüística. / The students will know different theoretical and methodological approaches to the study of second language acquisition and their implications for linguistic theory. 2. Haber tomado conciencia de la diversidad de factores que inciden en el aprendizaje de segundas lenguas. / The students will become aware of the diversity of factors which affect second language learning. 3. Haber aprendido a utilizar los instrumentos de análisis del discurso del aula, así como los corpus lingüísticos y nuevas tecnologías aplicadas a la docencia del inglés como lengua extranjera. / The students will be capable of using the tools discourse analysis offers to study classroom discourse, as well as linguistic corpora and new technologies applied to language learning. 4. 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 will be able to reflect on their own processes of acquisition of another language and become aware of what it means to be a non-native speaker. 3 de 6

4 1.12. Contenidos del programa / Course contents Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Doing research on CLIL and EFL classroom interaction. CLIL classroom interaction: focus-approach-action. Functional (SFL) and pragmatic approaches to CLIL and EFL classroom interaction. Multimodal conversation analysis for second language acquisition (CA-for-SLA). Classroom interactional competence and scaffolding in EFL and CLIL classrooms. Cognitive and social approaches to CLIL classroom interaction (invited seminar). Session for debate on students 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 Alcón, E. & M.P. Salfont eds. (2012) Discourse and Language Learning across L2 instructional settings. Amsterdam: Rodopi. Burns, A. (2010) Doing Action Research in English Language Teaching. London: Routledge. 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. Eggins, S.& D. Slade (2004) Analyzing Casual Conversation. London: Cassell. Gibbons, P. (2006) Bridging Discourses in the ESL Classroom. London: Continuum. Hall, J.K., Hellermann, J. & S. Pekarek Doehler eds. (2011) L2 Interactional Competence and Development. Clevedon: Multilingual Matters. Lyster, R. (2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. London: Continuum. Walsh, S. (2011) Exploring Classroom Discourse: Language in Action. London: Routledge. 4 de 6

5 Further references and required readings (articles and book chapters) will be posted on the course website. 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 Seman a Week Contenido Contents Horas presenciales Contact hours Doing research in CLIL and EFL classrooms. CLIL classroom interaction: focusapproach-action. Functional (SFL) and pragmatic approaches to CLIL and EFL classroom interaction. Multimodal conversation analysis for second language acquisition (CA-for-SLA). Classroom interactional competence and scaffolding in EFL and CLIL classrooms. Cognitive and social approaches to CLIL classroom interaction (invited seminar). Horas no presenciales Independent study time 7 Debate on projects Tutorials 5 On-line work de 6