CLIL MASTER’S DEGREE PROGRAMA eng

STUDY PROGRAMME

The Master’s Degree in Teacher Development for CLIL consists of nine modules.

  • Module 1: An introduction to multilingual education and the integrated learning of content and language.
    • Number of credits: 6 ECTS.
    • Period: October 2019 - December 2019.
    Contents
    • Multilingualism and plurilingual education. The plurilingual speaker. An introduction to the CEFR. Policies to promote plurilingualism in the EU. CLIL, the European model for plurilingual education./li>
    • Language learning in foreign language classrooms and CLIL contexts. Factors that favour language learning in institutional environments. Practical implications.
    • Language resources for the multilingual classroom. Written and spoken academic English.
    Sessions
    • Four on-campus sessions: Friday 5-9pm.
    • Three online tasks.
    Assessment

    Assessment of the student will be based on:

    • Active participation in class and online discussions.
    • Various online assignments.
    • Written report.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
    Accreditation for Module 1 based on prior coursework

    Students who have successfully completed teacher-education CLIL courses under the auspices of the Catalan Department of Education (such as GEP 1 and GEP 2) or other educational institutions may earn partial or full academic credit for this module. In order to obtain accreditation, the student must submit the course syllabi for the programme or module in question as well as proof of successful completion.

  • Module 2: Talking, reading and writing to learn through a foreign language.
    • Number of credits: 6 ECTS.
    • Period: November 2019 - February 2020.
    Contents
    • Talking to learn academic content and language. Interactive explanations in the classroom of/in foreign languages. Teaching strategies to overcome comprehension, expression and interaction problems in a foreign language. Scaffolding strategies. Learner-learner interaction. Exploratory talk in small group work. Organising effective group work in a foreign language environment.
    • Academic texts in the content-rich classroom. Reading academic texts in a foreign language in the content-rich classroom. Academic genres and register;. Criteria and tools for the selection and adaptation of texts and tasks. Supporting academic reading and writing academic texts in a foreign language. The integration of communicative skills in the content-rich classroom.
    Sessions
    • Four on-campus sessions: Friday 5-9pm.
    • Three online tasks.
    Assessment

    Assessment of the student will be based on:

    • Assessment of the student will be based on active participation in class and online discussions.
    • Various online assignments.
    • Oral presentation of progress report.
    • Written report.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
  • Module 3: Planning and assessing learning in multilingual contexts.
    • Number of credits: 6 ECTS.
    • Period: December 2019 - March 2020.
    Contents
    • Planning and designing materials for foreign language learning in content-rich contexts. Criteria for the selection and design of learning tasks for the L2 or L2-medium classroom. Identification of content-obligatory language. Lesson planning. Sequencing academic and language content. Designing enabling tasks and building elements of support into materials to foster student success. Teaching unit design for Task/Project-Based Learning and Problem-Based Learning.
    • The integrated assessment of learning in the content-rich classroom. Assessing progress and performance through indicators of learning in integrated ways. Tools for effective classroom assessment such as rubrics, checklists and portfolios.
    Sessions
    • Four on-campus sessions: Friday 5-9pm.
    • Three online tasks.
    Assessment

    Assessment of the student will be based on:

    • Active participation in class and online discussions.
    • Various online assignments.
    • Oral presentation of progress report.
    • Written report.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
  • Module 4: Innovative approaches to foreign language education.
    • Number of credits: 6 ECTS.
    • Period: October 2019 - February 2020.
    Contents
    • Workshops in which local primary and secondary school teachers present various innovative approaches that they have applied in the content-rich classroom.
    • A personal project in which the student will create a specialised lexicon for use in a CLIL classroom to teach a non-language subject of his/her own choosing.
    Sessions
    • Seven on-campus workshops: Wednesday or Friday 5-9pm.
    • One online task.
    Assessment

    Assessment of the student will be based on:

    • Active participation in class and online discussions.
    • Final task.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
  • Module 5: Practical placement (internship).
    • Number of credits: 6 ECTS.
    • Period: November 2019 - May 2020.
    Contents
    • Classroom observation. Participant observation in a CLIL classroom using observation checklists and protocols.
    • Teaching practice. Planning and sequencing. Designing classroom materials. Mentored teaching.
    • Self-evaluation of teaching to become a more effective teacher. Gathering evidence of student learning from the classroom (through video recordings, mentor’s feedback, etc.), reflecting on one’s own teaching practice and designing a plan to improve your teaching effectiveness.
    Sessions
    • One full-group briefing session. Friday.
    • Face-to-face or online conferences with UAB supervisor, by appointment.
    • School visits and classroom observations.
    • Teaching practice.
    • Public presentation of teaching portfolio.
    Assessment

    Assessment of the student will be based on:

    • Portfolio supervised by UAB supervisor. Includes original teaching sequence, materials designed by participant and a reflective account on one’s teaching practice.
    • Internship report, assessed by school mentor.
    • Public presentation of portfolio, jointly assessed by school mentor and UAB supervisor.
    Accreditation for Module 5 based on prior teaching experience

    In order to earn partial or full academic credit for this module, students must prove the achievement of module 5 competences by submitting a full portfolio of their prior teaching internship experience as well as evidence of successful completion.

  • Module 6: Focus on language and discourse in content-rich contexts.
    • Number of credits: 6 ECTS.
    • Period: October 2019 - December 2019.
    Contents
    • Focus on form in innovative approaches to foreign language learning. Focusing on language within content-rich communicative environments (I.E. Task-based, Project-based and Problem-based learning or other approaches to integrated learning). Focus on active and proactive forms of feedback. Teaching strategies for optimizing focus on form.
    • Focus on language and discourse in content-rich contexts. Interaction and the learning of foreign languages. Shaping learner’s talk in effective ways. Raising learner’s awareness of interactional strategies for effective conversation. Transcription and analysis of conversational side-sequences. Repair strategies that permit learners to save face.
    • Genre-based pedagogy. Academic written genres appropriate to the primary or secondary classroom. Teaching strategies for raising learner awareness of the characteristics of textual genres within particular contexts and with specific purposes.
    Sessions
    • Three on-campus sessions: Wednesday 5-9pm.
    • Four online tasks.
    Assessment

    Assessment of the student will be based on:

    • Active participation in class and online discussions.
    • Various online assignments.
    • Oral presentation of progress report.
    • Written report.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
  • Module 7: Empowering approaches to teacher education in L2 medium instruction.
    • Number of credits: 6 ECTS.
    • Period: November 2019 - March 2020.
    Contents
    • Empowering approaches to teacher education. Characteristics of empowering approaches to teacher education. Features of teacher-class interaction. Analysis of fragments of teacher-led lessons and small group interaction. Observation in a co-teaching context.
    • Using evidence as a basis for reflection on teaching and learning. Classroom interactional competence (CIC). Evidence-based reflection. Gathering, organising and analysing classroom data.
    • Professional development project. Stages in the design of a professional development project. Criteria for evaluating the quality of teaching. Reporting outcomes: writing up and presenting a project.
    Sessions
    • Four on-campus sessions: Wednesday 5-9pm.
    • Three online tasks.
    Assessment

    Assessment of the student will be based on:

    • Active participation in class and online discussions.
    • Various online assignments.
    • Oral presentation of progress report.
    • Written report.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
  • Module 8.2: Special issues in CLIL pedagogy.
    • Number of credits: 9 ECTS.
    • Period: January 2020 - May 2020.
    Contents
    • Internationalizing the classroom. Developing and participating in international projects such as Erasmus+ or e-Twinning. Computer-mediated communication and ICT tools to encourage international communication.
    • Organizational models of plurilingual education. Discussion and analysis of various cases from the infant, primary and secondary levels drawn from local and other European contexts.
    • Literature in the CLIL classroom. Enjoying texts in the foreign language. Selecting texts for different readers. Guidance tasks for literary reading. Picture books in the classroom.
    • Communicative competence and intercultural competence. Language learning in CLIL contexts for global citizenship. Intercultural and transcultural competence. Teaching strategies to build transcultural awareness. Intercultural mediation.
    Sessions
    • From four to six on-campus sessions: Wednesday 5-9pm.
    • From four to six online tasks.
    Assessment

    Assessment of the student will be based on:

    • Active participation in class and online discussions.
    • Various online assignments.
    • Reflective summary of what was learned in this module.
    • Optional English language test.
    • Important note: in order to be eligible for the assessment process for a module, the student must have attended at least 80% of the on-campus sessions.
  • Module 9: Master’s Dissertation.
    • Number of credits: 9 ECTS.
    • Period: October 2019 - December 2019.
    Contents

    CLIL itinerary Master’s Dissertation. Evidence-based study of limited scope intended to enhance professional development as a CLIL teacher or trainer of CLIL teachers. It may take the form of a needs-analysis study and innovative action plan for improving CLIL instruction at a particular educational institution as well as guidelines for the assessment of results and follow-up of the plan.

    Workload

    (Bear in mind that this module is worth 9 ECTS credits)

    • Two on-campus sessions: Wednesday 5-9pm.
    • Preparation of a Master’s Dissertation.
    • Peer review of first drafts with other students.
    • Public presentation and defence of the Master’s dissertation.
    Assessment

    Assessment of the student will be based on:

    • Self- and co-assessment checklist.
    • Report by UAB supervising teacher.
    • Master’s Dissertation.
    • Public presentation and defence of the Master’s Dissertation.