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Content and Language Integrated Learning
| Code: | MEBI001 | Acronym: | AIEL |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Didactics |
Instance: 2018/2019 - 1S
| Active? | No |
| E-learning page: | http://moodle.up.pt/ |
| Responsible unit: | Department of Anglo-American Studies |
| Course/CS Responsible: | Teaching English in the 1st cycle of Basic Education |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MEBI | 0 | MEBI - Study Plan | 1 | - | 6 | 52 | 162 |
Teaching language
EnglishObjectives
- To develop an understanding of primary education, its role in child development and the competences required of teachers;
- To examine the phenomenon of early foreign language learning (namely English) in the global context and how this manifests itself in the Portuguese national context;
- To develop an understanding of the key concepts of Content and Language Integrated Learning (CLIL) and its practical application in primary contexts.
Learning outcomes and competences
By the end of this curricular unit students will:
1. understand the integrated nature of primary education and its role in the developing the 'whole' child;
2. have gained a knowledge of the Portuguese primary curriculum and competences required of teachers;
3. understand how foreign languages may become part of an integrated curriculum;
4. understand the motives for the growth of early foreign language learning, particularly of English across the world;
5. know the Portuguese national objectives for English language in the first cycle of basic education;
6. understand the principles and practice of Content and Language Integrated Learning (CLIL);
7. be able to apply the 4Cs conceptual framework of CLIL (Content, Communication, Cognition and Culture) to an analysis of the Portuguese primary curriculum with particular attention to the area of Social Studies;
8. demonstrate how English language lessons may be enriched by content and teaching strategies from areas of the primary curriculum.
1. understand the integrated nature of primary education and its role in the developing the 'whole' child;
2. have gained a knowledge of the Portuguese primary curriculum and competences required of teachers;
3. understand how foreign languages may become part of an integrated curriculum;
4. understand the motives for the growth of early foreign language learning, particularly of English across the world;
5. know the Portuguese national objectives for English language in the first cycle of basic education;
6. understand the principles and practice of Content and Language Integrated Learning (CLIL);
7. be able to apply the 4Cs conceptual framework of CLIL (Content, Communication, Cognition and Culture) to an analysis of the Portuguese primary curriculum with particular attention to the area of Social Studies;
8. demonstrate how English language lessons may be enriched by content and teaching strategies from areas of the primary curriculum.
Working method
PresencialProgram
Syllabus:
1. Primary education: broad goals; integrated approaches;
2. The Portuguese primary curriculum: aims, content and competences to develop in children;
3. Early foreign language learning: motive and goals;
4. Portuguese national curriculum goals for English language;
5. Content and Language Integrated Learning (CLIL):
5.1. Origin and principles;
5.2. The 4Cs conceptual framework of CLIL (Content, Communication, Cognition and Culture) - principles and application;
5.3. Learner needs for CLIL
5.4. Teacher competences;
5.5. Scaffolding in CLIL.
6. The knowledge bases of curricula content areas (in particular Social Studies) and English language teaching;
7. Interdisciplinarity vs. subject specificity: planning for integration of content, teaching strategies and techniques.
Mandatory literature
Calabrese, I., & Rampone; Cross-curricular Resources for Young Learners, OUP, 2007Coyle, Do, 1952-; CLIL. ISBN: 978-0-521-13021-9
Dale, L., & Tanner, R. ; CLIL Activities, Cambridge University Press, 2012. ISBN: 9780521149846
Gibbons, P.; Scaffolding language scaffolding learning, Heinemann, 2002. ISBN: 0325003661
Hill, J.D., & Bjork, C. L. ; Classroom Intsruction that works with English language learners, Mcrel, 2008. ISBN: 9781416606987
Lauder, N. ; Project Across the Curriculum, Scholastic, 2006
Marsh, D.; The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration, Universidad de Córdoba
Mehisto, P., Marsh, D., & Frigols, M. J; Uncovering CLIL, Macmillan, 2008
Murphy, V. A.; Second Language Learning in the Early School Years: Trends and Contexts, OUP, 2014
Phillips, D., Burwood, S., Dunford, H. ; ; Projects with Young Learners, OUP, 2002
Teaching methods and learning activities
Teaching methodologies combine lectures with small group tasks and discussions designed to stimulate critical reflection on key issues presented . Students are expected to study the Portuguese primary national curriculum and analyse its content, particularly that of Social Studies, using the 4Cs framework of Content, Communication, Cognition and Culture, adopted from CLIL. These 4Cs are viewed as important educational goals and competences to develop in primary aged children. This will be used as a starting point for a consideration of how English language lessons may integrate content, techniques and strategies from areas of the primary curriculum, thus making learning more meaningful through establishing cross-curricular links.
keywords
Humanities > language sciences > LanguagesHumanities
Evaluation Type
Distributed evaluation without final examAssessment Components
| Designation | Weight (%) |
|---|---|
| Prova oral | 20,00 |
| Teste | 40,00 |
| Trabalho escrito | 40,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| Designation | Time (hours) |
|---|---|
| Estudo autónomo | 48,00 |
| Frequência das aulas | 54,00 |
| Trabalho de investigação | 60,00 |
| Total: | 162,00 |
Eligibility for exams
All students are required to attend 75% of classes with exceptions according to FLUP regualtions. Official worker students are not required to attend lessons but must take all components of continual evaluation on the dates specfied in the course timetable.Calculation formula of final grade
Assessment will be continuous and consist of the following:
Written tests: 40%
Spoken presentation of the analysis of an area of the curriculum: 20%
Practical work including planning cross-curricular content for English lessons and CLIL lessons : 40%
Absence from any element of evaluation without written justification from official sources (medical or otherwise) will lead to a mark of zero (0) being attributed to that element.
If the final average mark is below 9.5, the student may repeat ONE written test/assignment for which they had a negative mark. The result of this one element will be used with the results of all other elements to calculate a new average and final mark. If this final mark is 9.5 or above, the student passes the course.
Classification improvement
Students who wish to improve their final mark may only repeat ONE written test. Students must inform their teacher in writing (via email) which test they wish to repeat. Students must also be properly enrolled for ‘melhoria’ with the ‘Serviços Académicos’ so that their names are included in the marks list on Sigarra.Copyright 1996-2024 © Faculdade de Letras da Universidade do Porto
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Page created on: 2024-09-27 at 12:20:55 | Acceptable Use Policy | Data Protection Policy | Complaint Portal
Page created on: 2024-09-27 at 12:20:55 | Acceptable Use Policy | Data Protection Policy | Complaint Portal