ASIGNATURA / COURSE TITLE Código / Course number Materia / Content area Tipo / Course type Nivel / Course level

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1 TITULACIÓN: MÁSTER UNIVERSITARIO EN LINGÜÍSTICA APLICADA AL ASIGNATURA / COURSE TITLE El lenguaje de las disciplinas en el aula AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) The Language of the 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 Optativa / Elective 1.4. Nivel / Course level Máster / Master (MA) 1.5. Curso / Year 1º / 1st 1.6. Semestre / Semester 1º / 1st 1.7. Número de créditos / Credits 5 créditos ECTS / 5 ECTS credits 1 de 6

2 1.8. Requisitos previos / Prerequisites Disponer de un nivel de inglés que permita al alumno leer bibliografía de consulta, comprender las clases presenciales y comunicarse con corrección tanto oralmente como por escrito. Language of instruction: English. Students must be proficient enough to read and write in the language, follow in-class sessions and communicate orally Requisitos mínimos de asistencia a las sesiones presenciales / Minimum attendance requirement La asistencia a las sesiones presenciales es muy recomendable. Attendance at contact sessions is highly recommended Datos del equipo docente / Faculty data Ana Llinares Departamento de Filología Inglesa / Department of English Studies Facultad de Filosofía y Letras / School of Arts Despacho y Módulo /Office and Module: 104 IV BIS Teléfono/ Phone: Correo electrónico/ ana.llinares@uam.es Rachel Whittaker (COORDINADORA / COURSE COORDINATOR) Departamento de Filología Inglesa / Department of English Studies Facultad de Filosofía y Letras / School of Arts Despacho y Módulo /Office and Module: 308 VI BIS Teléfono/ Phone: Correo electrónico/ rachel@uam.es Course objectives / Objetivos del curso This course focuses on classroom interaction and the genres and registers of texts used and written by students in content classes taught in English, a foreign language for these pupils. It introduces students to research carried out on interaction and genre and register in educational contexts 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. By the end of the course, students should: 2 de 6

3 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. Be capable of using the tools which discourse analysis offers to study the language of the disciplines. 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. To do so, the skills and competences that follow will be particularly addressed throughout the course: E6 E12 E15 E20 E21 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. To be capable of using the tools discourse analysis offers to study the language of the disciplines. 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. 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. To become aware of one's own processes of acquisition of another language, and 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 Learning a second language in bilingual and CLIL contexts. Focus on form/focus on meaning Classroom interaction in CLIL The language of school disciplines in CLIL: Genres The language of school disciplines in CLIL: Registers Reading and writing in CLIL classes Invited seminar and debate on students projects Referencias de consulta / Course bibliography Compulsory reading 3 de 6

4 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. Breeze, R., C. Llamas Sáiz, C. Martínez Pasamar & C. Tabernero Sala (2014) Integration of theory and practice in CLIL. Amsterdam: Rodopi. Brinton, D.M., Snow, M.A. & M. Wesche (2003) Content-based second language instruction. Michigan: Michigan Classics London: Multilingual Matters. Coyle, D., Hood, P. & Marsh (2010) Content and Language Integrated Learning Cambridge: Cambridge University Press. 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. Llinares, A. & T. Morton (eds.) (2017). Applied Linguistics Perspectives on CLIL. Amsterdam: Benjamins Lyster, R. (2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. London: Continuum. Nikula, T., Dafouz, E., Moore, P. & U. Smit (eds.) (2016) Conceptualising integration in CLIL and Multilingual Education. Bristol: Multilingual Matters Schleppegrell, M. (2004) The Language of Schooling. NJ: Lawrence Erlbaum. Further references and required readings (articles and book chapters) will be posted on the course website. 2. Métodos docentes / Teaching methodology The teaching-learning methodology includes the following activities: 1. Contact activities (six sessions of four hours of classes, a research seminar and 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. 4 de 6

5 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 research articles. 2. Practical exercises: summaries, critical analysis of readings, to be discussed both in classes and online. 3. Tiempo de trabajo del estudiante / Student workload EL LENGUAJE DE LAS DISCIPLINAS EN EL AULA AICLE (MULAI) Nº h Percentage Theoretical and practical classes 24 h Contact Tutorial monitoring 6 h activities Invited seminars, conferences, etc. 4 h 32 % = 40 h Online work (guided activities, discussion forums) Readings Noncontact Practical exercises, summaries, critical analysis of readings, etc. activities Preparation of course paper Total number of work hours: 25 hours x 5 ECTS 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: 6 h 30 h 68 % =85 h 1. Submission of tasks: analysis of classroom data and critical readings 40% 2. Participation in the course 10% 3. Research project 50% There are two dates for completing work for assessment of MULAI courses: at the end of the semester in which it is taught, or in June, coinciding with the dates announced by the Faculty. Lecturers will announce dates to hand in class projects. 20 h 35 h 125 h 5 de 6

6 5. Cronograma / Course calendar Semana Week Contenido Contents Horas presenciales Contact hours Horas no presenciales Independent study time 1 Learning a second language in bilingual and CLIL contexts Focus on form/focus on meaning Classroom interaction in CLIL The language of school disciplines in CLIL: Genres. 4 8 The language school disciplines in CLIL: Registers Reading and writing in CLIL Invited seminar + Debate on projects Tutorials 6 On-line work de 6