English language for CLIL teachers
Keywords |
Classification |
Keyword |
CNAEF |
Teacher training for specific disciplinary areas |
Instance: 2023/2024 - SP (of 06-11-2023 to 06-12-2023)
Cycles of Study/Courses
Acronym |
No. of Students |
Study Plan |
Curricular Years |
Credits UCN |
Credits ECTS |
Contact hours |
Total Time |
PRR_IPP |
20 |
Study plan |
1 |
- |
3 |
28,5 |
81 |
Teaching language
English
Objectives
1. To develop basic communicative competence in spoken and written discourse;
2. To revise basic grammatical structures and non-specific vocabulary;
3. To develop pronunciation;
4. To develop awareness of language for classroom management;
5. To develop cognitive academic language proficiency for subject specific teaching in English;
6. To identify language needed for CLIL lessons;
7. To understand how to support students’ language needs in CLIL lessons.
Learning outcomes and competences
By the end of this course, participants will have developed:
1. basic communicative competence in spoken and written discourse;
2. knowledge and use of basic grammatical structures and non-specific vocabulary;
3. pronunciation;
4. awareness of language for classroom management;
5. cognitive academic language proficiency for subject specific teaching in English;
6. ability to identify language needed for CLIL lessons;
7. understanding of how to support students’ language needs in CLIL lessons.
Working method
À distância
Program
1. Speaking and writing about self, school, teaching, topics of general interest;
2. Revision of basic grammar and vocabulary;
3. Phonemic alphabet: sounds, stress, intonation;
4. Language for classroom management;
5. Academic language: key terminology, genres, cognitive discourse functions;
6. CLIL: principles and methodology;
7. Supporting students’ language needs: language teaching strategies; identifying and correcting errors; scaffolding language
Mandatory literature
Beacco, J.C., Fleming, M., Goullier, F., Thürmann, E., and Vollmer, H. ; A Handbook for Curriculum Development and Teacher Training: The Language Dimension in All Subjects, Strasbourg: Council of Europe, 2016
Coyle, D., Hood, P. & Marsh, D. ; CLIL. Content and Language Integrated Learning, Cambridge: Cambridge University Press, 2010
Dale, L., van der Es, W., and Tanner, R. ; CLIL Skills, Leiden: European Platform, 2011
Ellison, M. ; (Net)Working CLIL in Portugal and beyond, Special Edition eTEALS on Content and Language Integrated Learning. 9, 4-22, 2018
Mehisto, P. ; CLIL Essentials, Cambridge: Cambridge University Press, 2017
Mehisto, P., Marsh, D. & Frigols. M. J. ; Uncovering CLIL, Oxford: Macmillan, 2008
Teaching methods and learning activities
Lessons will be online via Zoom. For the development of basic interpersonal communicative competences, lessons will be essentially practical with an emphasis on speaking and writing. For those focused on the concepts of CLIL and academic language, input will be theoretical with practical application in individual and groups tasks.
Active participation will be encouraged at all times.
Evaluation Type
Distributed evaluation without final exam
Assessment Components
Designation |
Weight (%) |
Trabalho prático ou de projeto |
50,00 |
Trabalho escrito |
50,00 |
Total: |
100,00 |
Amount of time allocated to each course unit
Designation |
Time (hours) |
Estudo autónomo |
52,50 |
Frequência das aulas |
28,50 |
Total: |
81,00 |
Eligibility for exams
75% attendance
Calculation formula of final grade
Critical reflection - written (50%)
Micro-teaching activity (50%)
Observations
Programa de Formação Multidisciplinar da U.Porto - Impulso Jovens STEAM e Impulso Adultos - cofinanciado pelos fundos do programa «Next Generation EU» do Plano de Recuperação e Resiliência (PRR)