126234 VK MEd 01A/B: VK Specific Issues in Language Learning and Teaching / Specific Issues in EFL Teaching (2021W)
Continuous assessment of course work
Labels
MIXED
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from We 01.09.2021 00:00 to We 15.09.2021 11:59
- Deregistration possible until Su 31.10.2021 23:59
Details
max. 25 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Friday 15.10. 14:00 - 17:30 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Saturday 16.10. 10:00 - 12:30 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Friday 05.11. 14:00 - 17:30 Digital
- Saturday 06.11. 10:00 - 12:30 Digital
- Friday 03.12. 14:00 - 18:30 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Saturday 04.12. 10:00 - 13:30 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
- Friday 21.01. 14:00 - 17:30 Raum 5 Anglistik UniCampus Hof 8 3E-O1-17
- Saturday 22.01. 10:00 - 13:30 Raum 3 Anglistik UniCampus Hof 8 3E-EG-13
Information
Aims, contents and method of the course
Assessment and permitted materials
Areas Individual parts Percentage
A RWF – regular written feedback and reading assignments 25%
B WebQuest presentations 15%
C Term paper 50%
D Active participation 10%
Total 100%ad A) After each class you are to send in some short feedback (about 200 words) on a designated forum, on issues assigned, by one week after the actual course! This also includes Expert reader discussions where students are expected to lead a group discussion of one of the class readings (i.e. introduce theory/main arguments, identify strengths/weaknesses, discuss questions this theory raises) and to present the results on our padlet forum.
ad B) Your WQ presentations will be done through a 15 min PPP in pairs/solo and will include an emailed hand-out for your classmates critically appraising the WQ.
ad C) A term paper, in which you relate to the course contents, the RWF and present a critical appraisal of your CLIL experiences and course contents. You will write appr. 2,000 words. Please refer to ‘Publication Manual of the American Psychological Association. Sixth Edition’ for guidelines.
Papers not turned in at the assigned date will be marked as unsatisfactory (5)!
If plagiarism (= the wrongful appropriation and publication of the ideas of another as one´s own, OED) is detected in any written work, this will result in a negative mark!
ad D) You are expected to participate actively in class and in group work and to knowledgably reflect on reading assignments.
A RWF – regular written feedback and reading assignments 25%
B WebQuest presentations 15%
C Term paper 50%
D Active participation 10%
Total 100%ad A) After each class you are to send in some short feedback (about 200 words) on a designated forum, on issues assigned, by one week after the actual course! This also includes Expert reader discussions where students are expected to lead a group discussion of one of the class readings (i.e. introduce theory/main arguments, identify strengths/weaknesses, discuss questions this theory raises) and to present the results on our padlet forum.
ad B) Your WQ presentations will be done through a 15 min PPP in pairs/solo and will include an emailed hand-out for your classmates critically appraising the WQ.
ad C) A term paper, in which you relate to the course contents, the RWF and present a critical appraisal of your CLIL experiences and course contents. You will write appr. 2,000 words. Please refer to ‘Publication Manual of the American Psychological Association. Sixth Edition’ for guidelines.
Papers not turned in at the assigned date will be marked as unsatisfactory (5)!
If plagiarism (= the wrongful appropriation and publication of the ideas of another as one´s own, OED) is detected in any written work, this will result in a negative mark!
ad D) You are expected to participate actively in class and in group work and to knowledgably reflect on reading assignments.
Minimum requirements and assessment criteria
This course is specifically targeted towards students with (at least) ONE content subject who want to improve their learners' foreign language competence by teaching the content subject through the target language English.
Examination topics
Reading list
• Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press.
• Bentley, K. (2010). The TKT Course CLIL Module. Cambridge English.
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. Dale, L., van der Es, W., & Tanner, R. (2011). CLIL skills. Leiden: European platform.
• Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092
• Gierlinger, E. M. (2017). Teaching CLIL? Yes, but with a pinch of SALT. Journal of Immersion and Content-Based Language Education, 5(2), 188-215.
• Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. doi:10.1080/07908318.2014.1000926
• Matthedoudakis, M. (2017). CLIL—from theory to practice: challenges and perspectives. Research Papers in Language Teaching and Learning, 8(1), 15-21.
• Otto, A. (2019). Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model. Latin American Journal of Content & Language Integrated Learning, 11(2), 308-325. doi:10.5294/laclil.2018.11.2.6
• Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12 (2nd ed.). Jossey-Bass.
• Bentley, K. (2010). The TKT Course CLIL Module. Cambridge English.
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press. Dale, L., van der Es, W., & Tanner, R. (2011). CLIL skills. Leiden: European platform.
• Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092
• Gierlinger, E. M. (2017). Teaching CLIL? Yes, but with a pinch of SALT. Journal of Immersion and Content-Based Language Education, 5(2), 188-215.
• Lin, A. M. Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89. doi:10.1080/07908318.2014.1000926
• Matthedoudakis, M. (2017). CLIL—from theory to practice: challenges and perspectives. Research Papers in Language Teaching and Learning, 8(1), 15-21.
• Otto, A. (2019). Assessing Language in Content and Language Integrated Learning: A Review of the Literature towards a Functional Model. Latin American Journal of Content & Language Integrated Learning, 11(2), 308-325. doi:10.5294/laclil.2018.11.2.6
• Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades 5-12 (2nd ed.). Jossey-Bass.
Association in the course directory
Studium: MA UF EN 046/507
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Code/Modul: MA UF 01A + B
Lehrinhalt: 12-4811
Last modified: Fr 12.05.2023 00:16
In this course, we will evaluate the potential of this approach by critically exploring and reflecting on CLIL methodological principles as applied to real-world projects and situations. We will try out various CLIL activities, games and techniques. The following aspects will be the cornerstones of this highly interactive and practice-oriented course:• TALK (teachers’ awareness of language knowledge) in CLIL:
• Essentials of SLA for CLIL: From personal beliefs to informed EFL knowledge
• Genre, register, and academic vocabulary in CLIL
• Multilingualism in CLIL
• Technology and CLIL (WEBQuests, LexTutor, Lexical analysis, EVP
• Pedagogical language knowledge in CLIL and towards a methodology of CLIL
• CLIL – an overview of the Austrian context and a European perspectiveThis course is specifically targeted towards students with (at least) ONE content subject who want to improve their learners' foreign language competence by teaching the content subject through the target language English.
Students will be able to…
• incorporate CLIL teaching principles into their subject classrooms.
• design tasks and materials suitable for their respective CLIL situation.
• to self-assess their knowledge regarding the teaching of CLIL.
• to critically appraise different types of texts.
In order to achieve this, numerous pair or group work activities as well as interactive and creative formats should enable students to participate frequently in class discussions and are meant to provide for a motivating and stimulating atmosphere in class.