Content and Language Integrated Learning

Code:

MEBI009

Acronym:

AICL

Keywords
Classification	Keyword
OFICIAL	Didactics

Instance: 2024/2025 - 1S

Active?	Yes
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	10	MEBI - Study Plan	1	-	6	41	162

Teaching language

English

Objectives

1. To develop an understanding of primary education, its role in child development and the competences required of teachers;


2. To examine the phenomenon of early foreign language learning (namely English) in the global context and how this manifests itself in the national context;


3. 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

Working method

Presencial

Program

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. Languages across the curriculum;

6. The knowledge bases of curricula content areas (in particular Social Studies) and English language teaching;

7. (Pluri)literacies in primary education;

8. Genres and cognitive disocurse functions;

9. Content and Language Integrated Learning (CLIL):

9.1. Origin and principles;
9.2. The 4Cs conceptual framework of CLIL (Content, Communication, Cognition and Culture) - principles and application;
9.3. Learner needs for CLIL;
9.4. Teacher competences;
9.5. Scaffolding in CLIL;
9.6. Teacher collaboration;
9.7. Assessment

Mandatory literature

Calabrese, I., & Rampone, S.; ross-curricular Resources for Young Learners, OUP, 2007
Coyle, Do, 1952-; CLIL. ISBN: 978-0-521-13021-9
Coyle,. D & Meyer, O; Beyond CLIL: Pluriliteracies Teaching for Deeper Learning, Cambridge University Press, 2021
Emma Dafouz; CLIL across educational levels. ISBN: 978-84-668-0259-8
Dale, L., & Tanner, R. ; CLIL Activities, Cambridge University Press, 2012. ISBN: 9780521149846
deBoer, M. & Leontjev, D.; Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations 1st ed. , Springer, 2020
Ellison, M, Morgado, M. & Coelho M; Contexts and Conditions for Successful CLIL in Portugal, U.P Press, 2022
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
Daniela Elsner; Bilingual education in primary school
Lauder, N. ; Project Across the Curriculum, Scholastic, 2006
Angel Lin; Language across the curriculum CLIL in english as an addtional language (EAL) contexts. ISBN: 978-981-10-1800-8
Llinares, A.; The Roles of Language in CLIL, Cambridge, 2012
Llinares, A. & Morton. T. (eds); Applied Linguistic Perspectives on CLIL, John Benjamins, 2017
Marsh, D.; The CLIL Trajectory: Educational Innovation for the 21st Century iGeneration, Universidad de Córdoba
David Marsh; Clil in action. ISBN: 978-1-4438-7557-8
Mehisto, P., Marsh, D., & Frigols, M. J.; Uncovering CLIL, mACMILLAN, 2008. ISBN: 9780230027190
Peeter Mehisto; CLIL essentials. ISBN: 978-1-10840084-8
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
Tarja Nikula; Conceptualising integration In CLIL and multilingual education. ISBN: 978-1-78309-613-8
Tedick, D. & Lister, R.; Scaffolding Language Development in Immersion and Dual Language Classrooms (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education) 1st Edition, Routledge, 2020

Teaching methods and learning activities

keywords

Humanities
Humanities > language sciences > Languages

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Prova oral	40,00
Teste	20,00
Trabalho escrito	40,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	61,00
Frequência das aulas	41,00
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:20%

Spoken presentation of the analysis of an area of the curriculum: 40%

Practical work including planning 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.

Special assessment (TE, DA, ...)

Students with special status, namely those covered by the status of Association Manager, Student Athlete, Student Firefighter, Military Student, National Team Athlete, Top-level Sportsperson or Student Worker, will not be obliged to attend classes, but must complete all the continuous assessment components on the set dates. In the event that a student needs to be absent on a set date, an alternative date will be arranged.

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.