CLIL in Higher Education. Small Private Online Course (SPOC) for self Study

Code:

CLIL_ES01

Acronym:

CLIL_ES

Keywords
Classification	Keyword
CNAEF	Teacher training for specific disciplinary areas

Instance: 2023/2024 - SP (of 15-01-2024 to 07-04-2024)

Active?	Yes
Responsible unit:	Department of Anglo-American Studies
Course/CS Responsible:	CLIL in Higher Education. Small Private Online Course (SPOC) for self Study

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
CLIL_ES	9	study plan	1	-		10	10

Teaching language

Portuguese

Objectives

In Portuguese institutions of higher education, the teaching of academic subjects in English has grown exponentially in recent years. However, very few teachers are prepared to meet this demand in terms of how their methodology, materials and posture should be adapted for teaching in multilingual and multicultural spaces. Teachers involved in CLIL are in need of more support so that they are best equipped to maximise the potential of this approach in their classroom practices.

Learning outcomes and competences

- Knowledge of CLIL, the integrated learning of content and language in contexts of Higher Education;
- Knowledge of the linguistic and communicative needs of students who are learning in English, which for them is a foreign language;
- Knowledge and use of effective learning and teaching strategies that support students in learning English and content in English.

Working method

À distância

Program

The course is organised in five separate 2-hour modules. Course content is in English.
   - Module 1 – Using English to Teach
   - Module 2 – What is CLIL?
   - Module 3 – Teaching to Support English and Content Learning
   - Module 4 – Scaffolding
   - Module 5 – Assessment in CLIL

Mandatory literature

Babocká, M. ; 14 Assessment in CLIL Classes (10.17846/CLIL.2015.176-188)
Barbero, T. ; Assessment Tools and Practices in CLIL. In F. Quartapelle (Ed.). Assessment and evaluation in CLIL (pp.38-56). Como – Pavia: Ibis, 2012 (Retrieved from http://aeclil.altervista.org/Sito/wp-content/uploads/2013/02/AECLIL-Assessment-and-evaluation-in-CLIL.pdf)
Beacco, J. C., Fleming, M., Goullier, F., Thurman, E., & Vollmer, H.; A Handbook for Curriculum Development and Teacher Training: The Language Dimension in all Subjects, Strasbourg: Council of Europe, 2016
Beelen, J., & Jones, E. ; Redefining internationalization at home. In A. Curaj et al. (eds.), The European higher education area (pp. 59-72), Netherlands: Springer, 2015
Brown, H., & Bradford, A.; EMI, CLIL, & CBI: Differing approaches and goals. In P. Clements, A. Krause, & H. Brown (Eds.), Transformation in language education, Tokyo: JALT, 2017
Bruhn, E. ; Towards a framework for virtual internationalization. International Journal of E-Learning & Distance Education, 32(1), pp. 1–9. , 2017 (Retrieved from http://www.ijede.ca/ index.php/jde/article/view/1014 )
Carloni, G. ; English-Taught Programs and Scaffolding in CLIL Settings. A Case Study. In Carmel Mary Coonan et al. (Eds.), La Didattica delle lingue nel nuovo millenio, le sfide dell’internazionalizzazione (pp. 483-97), Itália: Edizioni Ca’ Foscari, 2018
Coyle, D. ; Planning Tools for Teachers, Nottingham: University of Nottingham, School of Education, 2005
Coyle, D., Hood, P., & Marsh, D. ; CLIL: Content and Language Integrated Learning, Cambridge: Cambridge University Press, 2010
Dafouz, E. & Llinares, A. & Morton, T. ; CLIL across contexts: A scaffolding framework for CLIL teacher education. Vienna English Working Papers, 19(3). 12-20, 2010 (Retrieved from https://www.researchgate.net/publication/269464750_CLIL_across_contexts_A_scaffolding_framework_for_CLIL_teacher_education)
Dafouz, E. & Smit, U. ; Towards a dynamic conceptual framework for English-medium education in multilingual university settings, Applied Linguistics, 37(3): 397– 415, 2016
Dafouz, E., & Smit, U. ; ROAD-MAPPING. English medium education in the internationalised university, London: Palgrave Macmillan, 2020
Dale, L., & Tanner, R. ; CLIL activities with CD-ROM: A resource for subject and language teachers, Cambridge: University Press, 2012
Dalton-Puffer, C. ; A Construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education, European Journal of Applied Linguistics, 1(2): 216-253, 2013 (10.1515/eujal-2013-0011)
Doiz, A., Lasagabaster, D. and Pavón, V. ; Undergraduates’ Beliefs about the role of language and team teaching in EMI courses at university, Rassegna Italiana di Linguistica Applicata, 50 (2-3),117-127, 2019 (Retrieved from https://www.researchgate.net/publication/338659243_Undergraduates%27_beliefs_about_the_role_of_language_and_team_teaching_in_EMI_courses_at_university)
Echevarria, J., Vogt, M.E. and Short, D. ; Making Content Comprehensible for Elementary English Learners: The SIOP Model, Boston: Pearson, 2010
Griffiths, M. ; Adapting and Scaffolding Texts in CLIL Materials, The 2019 PanSIG Journal, 117-125, 2019 (Retrieved from (PDF) Adapting and Scaffolding Texts in CLIL Materials (researchgate.net))
Hattie, J. ; Visible Learning for Teachers: Maximizing Impact on Learning, Oxon: Routledge, 2012
Hudzik, J. ; Comprehensive internationalization: From concept to action, Washington: NAFSA, 2011
Hunter, F.; What’s in a name? Refocusing internationalization of higher education, European Association of International Education, 2015 (Retrieved from https://www.eaie.org/blog/ whats-in-a-name-refocusing-internationalization-of-highereducation/)
Kiely, R. ; CLIL. The question of assessment (Retrieved from https://moam.info/queue/kiely-r-clil-assessment_5c5a7c02097c478d2c8b4574.html)
Kletzenbauer, P. & Fürstenberg, U. ; CLIL: from Online Sources to Learning Resources, In ICT for Language Learning Conference 5th Edition, 2012
Knight, J. ; Internationalization of higher education: New directions. New challenges, Paris: IAU, 2006
Lasagabaster, D., Doiz, A., & Pavón, V. ; The integration of language and content in English-medium instruction courses: Lecturers’ beliefs and practices, Ibérica (38), pp. 151-176, 2019 (Retrieved from https://revistaiberica.org/index.php/iberica/article/view/96)
Leask, B. ; Internationalization of the curriculum in action. A guide, Australia: University of South Australia, 2012
Llinares, A., Morton, T. and Whittaker, R. ; The Roles of Language in CLIL, Cambridge: Cambridge University Press, 2012
Macaro, E.; English medium instruction, Oxford: Oxford University Press, 2018
Marsh, D. ; Bilingual Education & Content and Language Integrated Learning. International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua), University of Sorbonne. Paris, 1994
Marsh, D. ; Using languages to learn and learning to use languages. Eds. D. Marsh & G. Langé. (Eds.). Using Languages to Learn and Learning to Use Languages. Jyväskylá, Finland: UniCOM, University of Jyväskylä on behalf of TIE-CLIL.), 2000
Massler, U., Ioannou-Georgiou, S., & Steiert, C. ; Effective CLIL teaching techniques, Guidelines for CLIL implementation in Primary and Pre-primary Education, 66-97, 2011 (Retrieved from https://dialnet.unirioja.es/servlet/libro?codigo=580543)
Mehisto, P. ; CLIL Essentials, Cambridge: Cambridge University Press, 2017
Mehisto, P., Marsh, D., & Frigols, M. J. ; Uncovering CLIL content and language integrated learning in bilingual and multilingual education, Oxford: Macmillan Education, 2008
Meyer, O. ; Towards quality-CLIL: successful planning and teaching strategies, . Pulso: Revista de educación 33, 11-29, 2010 (Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=3311569)
Meyer, O., Halbach, A., & Coyle, D. ; A pluriliteracies approach to teaching for learning, Graz: European Centre for Modern Languages, 2015
Moore, P. & Lorenzo, F. ; Adapting authentic materials for CLIL classrooms: An empirical study, Vienna English Working Papers, 16(3), 28-35, 2007 (https://anglistik.univie.ac.at/fileadmin/user_upload/i_anglistik/Department/Views/Uploads/Views_0703_specissue.pdf)
Morgado, M., Coelho, M., Arau Ribeiro, M. C., Albuquerque, A., Silva, M., Chorão, G., Cunha, S., Gonçalves, A., Carvalho, A. I., Régio, M., Faria, S. & Chumbo, I. ; ReCLes.pt CLIL Training Guide: Creating a CLIL learning community in higher education, Santo Tirso, Portugal: De Facto Editores, 2015
Navés, T. & Muñoz, C. ; Usar las lenguas para aprender y aprender a usar las lenguas extranjeras. Una introducción a AICLE para madres, padres y jóvenes, In D. Marsh & G. Langé (Eds.). Using Languages to Learn and Learning to Use Languages. Jyväskylá, Finland: UniCOM, University of Jyväskylä on behalf of TIE-CLIL, 2000
Oliva-Girbau, A., & Walsh, M. L. ; CLIL material design at university, Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), 1(1), 2012
Otto, A. and Estrada, J.L.; Towards an Understanding of CLIL in a European Context: Main Assessment Tools and the Role of Language in Content Subjects, CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(1), 31-42 (10.5565/rev/clil.11)
Pavón Vazquez, V., & Ellison, M. ; Implementing EMI in higher education: language use, language research and professional development. In D. Lasagabaster & A. Doiz (Eds), Language Use in English-medium Instruction at University: International Perspectives on Teacher Practice. New York: Routledge, 2021
Pavón, V. & Ellison, M. ; Examining teacher roles and competences in content and language integrated learning (CLIL), Linguarum Arena: Revista do Programa Doutoral em Didáctica de Línguas da Universidade do Porto, 4, 65-78, 2013 (Retrieved from http://ler.letras.up.pt/uploads/ficheiros/12007.pdf)
Scott, D., & Beadle, S. ; Improving the effectiveness of language learning: CLIL and computer assisted language learning , (A report submitted by ICF for the European Commission, J6017) (Retrieved from https://ec.europa.eu/assets/eac/languages/library/studies/clil-call_en.pdf)
Short, D. J., & Echevarria, J. ; Developing academic language with the SIOP Model, Boston: Pearson, 2015
Smit, N., van de Grift, W., de Bot, K., & Jansen, E. ; A classroom observation tool for scaffolding reading comprehension, System, 65, 117–129, 2017 (10.1016/j.system.2016.12.014 )
Smit, U. & Dafouz, E. ; Integrating Content and Language in Higher Education: Gaining Insights into English-medium Instruction at European Universities, AILA Review 25(1): 1-12, 2012
Spratt, M. ; CLIL Teachers and their Language, Research Papers in Language Teaching & Learning, 8(1), 2017 (Retrieved from https://www.proquest.com/scholarly-journals/clil-teachers-their-language/docview/1929001383/se-2?accountid=27615)
van de Craen, P., & Surmont, J. ; Innovative Education and CLIL, Research Papers in Language Teaching & Learning, 8(1), 22-33, 2017 (Retrieved from https://rpltl.eap.gr/images/2017/RPLTL-8-1.pdf)
van de Pol, J., Volman, M. & Beishuizen, J. ; Scaffolding in Teacher–Student Interaction: A Decade of Research, Educational Psychology Review. 22. 271-296 (10.1007/s10648-010-9127-6)

Teaching methods and learning activities

As a SPOC, the five course modules are embedded on a digital learning platform (in Academia UP). Each module consists of approximately 2 hours of study. Participants work autonomously through the interactive modules. Results of module activities are generated as participants progress through the course. On completion of a module, a certificate is generated.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Teste	100,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Frequência das aulas	10,00
Total:	10,00

Eligibility for exams

The course is organised into 5 modules of 2 hours each.
Each participant works through the course at their own discretion.
For those who complete all the exercises/activities foreseen in each module, a certificate of participation/accomplishment can be downloaded from the platform.

Calculation formula of final grade

This is a free, self-study e-learning course without final grading.
Participants are given an indication of their progress via their performance in exercises within each module.