Content and Foreign Language Integrated Learning: English

1. GENERAL OBJECTIVES
As regards the development of productive and receptive skills for communication in a foreign language, students will consolidate and update their knowledge of the English language with a view to reaching a common level of communicative competence – from intermediate (CEFR B1 or Cambridge PET) to upper-intermediate (B2 or Cambridge FCE). This level of communicative competence will allow students to teach content subjects in the foreign language, and will also help them to become suitable linguistic models for their own pupils.
Besides, by means of the tasks which students will carry out both in the classroom and as homework (written reports, oral presentations, debates, etc.), they will develop general competences related to critical thought, group work and the selection, analysis and treatment of information.

2. ESPECIFIC OBJECTIVES
At the end of the course, students will have reached the following specific objectives:
- Capacity to develop and assess curricular contents using the foreign language as a means of communication in the classroom and resorting to suitable didactic resources.
- Capacity to promote the development of their students’ communicative competence.

Conceptual, procedural and attitudinal contents will be introduced and developed throughout the course. Concerning conceptual contents, the following aspects will be particularly dealt with:
1. CLIL teacher competences
2. Methodology and teaching strategies in CLIL. Structures and subject-specific vocabulary related to the areas of Primary Education: Natural and social science, Arts and Crafts, Music, Physical Education and Mathematics.
3. Didactic resources and assessment.
4. From theory to practice: devising integrated curricula.
As regards procedural contents, students will continue to practise both productive and receptive skills in an integrated way with a view to improving their overall level of communicative competence, and they will also develop their ability to apply the knowledge thus acquired to their future teaching practice.
Finally, regarding attitudinal contents, students will learn to appreciate linguistic and cultural diversity while developing open-minded and respectful attitudes towards speakers of other languages. Students will also be capable of promoting the development of those attitudes and capacities in their prospective pupils.

Basic references:
• Alzu Goñi, J.L, Henao, J.T. y Guerrini, M.C. 2006. Essential Science. Science, Geography and History. Student’s Book, Activity Book and CD; Teacher’s Book and CD. Levels 1, 2, 3, 4, 5 and 6. Madrid: Richmond Santillana
• Bentley, K. 2009. Primary Curriculum Box: CLIL Lessons and Activities for Young Learners. Book + CD. Cambrige: CUP [
• Coyle, D., Hood, P. y Marsh, D. 2010. CLIL: Content and Language Integrated Learning. Cambridge: CUP
• European Commision, Directorate-General for Education and Culture. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice Versión electrónica: http://ec.europa.eu/languages/documents/studies/clil-at-school-in-europ…
• Lagasabaster, D. y Ruiz de Zarobe, Y. 2010. CLIL in Spain: Implementation, Results and Teacher Training. London: CUP.
• Mehisto, P., Marsh, D y Frigols, M.J. 2008. Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education.Oxford: MacMillan Education.
• Wright, A. 2008. Art and Crafts with Children. Oxford: OUP

Complementary online resources (last accessed: May 2022)

Arts and Crafts for Kids [www.artsandcraftsforkids.co.uk]
British Council: CLIL [https://www.teachingenglish.org.uk/resources/primary]
Dallas Symphony Orchestra: DSO Kids [https://www.mydso.com/dso-kids]
Eather, J. (Webmaster): A Maths Dictionary for Kids
[http://www.amathsdictionaryforkids.com/]
European Comission: Content and Language Integrated Learning
[http://ec.europa.eu/languages/language-teaching/content-and-language-in…]
Physical Education Lesson Plan Page [http://pazz.tripod.com/lesson.html]
Resources for CLIL Teachers [https://sites.google.com/site/clilteacher/]
Science Kids: Fun, Science and Technology for kids [www.sciencekids.co.nz]
The CLIL Matrix [http://archive.ecml.at/mtp2/CLILmatrix/EN/qMain.html]

GENERAL COMPETENCES
G.1. Capacity to show the acquisition of knowledge of curricular areas, relationships, assessment criteria and didactics in Primary Education.
G.2. Capacity to design, plan and assess teaching and learning processes, individually or in a group.
G.3. Capacity to face multicultural and multilingual situations of language teaching and learning, and capacity to read and make critical commentaries of texts.
G.10. Capacity to reflect upon teaching practice so as to be able to innovate and improve teaching. Capacity to develop skills related to autonomous and cooperative learning and capacity to promote this kind of learning in prospective students.

SPECIFIC COMPETENCES
E1. Capacity to understand learning processes in six to twelve year olds considering the context of their family, society and the school.
E2. Capacity to know the features of students at these ages and the characteristics of their motivational and social contexts
E.52. Capacity for written and oral communication in a foreign language.
E.53. Capacity to develop and assess curricular contents using appropriate devices, as well as to promote the development of students’ communicative competence.

BASIC COMPETENCES
B.1. Capacity to show the acquisition of knowledge, particularly concerning the students’ field of study.
B.2. Capacity to apply the knowledge thus acquired to their professional field, with a view to developing arguments and solving problems.
B.4. Capacity to convey information in both specialized and non-specialized fields

TRANSVERSAL COMPETENCES
T.1. Instrumental knowledge of foreign languages.

Students will have weekly lessons (general lectures, interactive session and small group tutorials) throughout the semester. The teaching sessions will be held in English so that students will be able to develop the specific competence related to written and oral communication in a foreign language and the transversal competence related to the instrumental knowledge of foreign languages.
General lectures (for big groups) will be particularly focused on the introduction of contents related to CLIL as well as on problem-solving activities (controlled practice). Students will gather information from further readings and other sources so as to develop the competences related to reading comprehension and critical thought. Interactive sessions (for medium-sized groups) will be mainly focused on commentaries and debates, presentations and activities devised to develop the competences related to cooperative and autonomous work. Assessment activities will verify the acquisition of knowledge related to CLIL, the students’ capacity to face teaching situations in an integrative way, their capacity to develop autonomous learning, and their capacity to communicate successfully in the written medium in a foreign language. In presentations, the lecturer will particularly assess the students’ capacity for oral communication in English, as well as their capacity to present and implement the knowledge acquired on a topic related to CLIL. Small group tutorials will be monitoring sessions devoted to the students’ supervision and to the encouragement of autonomous and cooperative learning. Students will also be advised to attend tutorials individually at the lecturer’s office in order to be supervised. Lastly, the activities to be done outside the classroom will be focused on the development of both communicative and didactic skills. When carrying out those activities, students will apply and consolidate the knowledge acquired in the classroom while exercising autonomous learning.
For further information about students’ work, see “Assessment” and “Recommendations for the study of the subject”.

The system of assessment for this subject will be as follows:
1. Participation (10%): lists of attendance, classroom presentations. Competences: G3, G10, E1, E2, E52, E53, B1, B2, B4, T1
2. Specific tests (45%): written tests, exercises to prepare presentations. Competences: G1, G2, G3, G10, E1, E2, E52, E53, B1, B2, T1
3. Written tasks (30%): written reports, practical activities. Competences: G1, G2, E1, E2, E52, E53, B1, B2, T1
4. Presentations (15%): Classroom presentations. Competences: G1,G2, E1, E2, E52, E53, B1, B2, B4, T1

Concerning assessment and the weight of the different activities in the final grade, in order to pass this subject, students must obtain at least 5 points out of 10 and meet the requirements below as regards pass marks. All the activities will be used to assess the acquisition of contents related to CLIL and its implementation in the classroom, as well as the development of communicative skills in the foreign language.
A) Continuous assessment activities: 7 points
a) Group work and classroom presentation on a topic related to CLIL and its implementation in the classroom: 4 points. This activity will be graded in sections 1 (1 point), 4 (1.5 points) and 3 (1.5 points)
b) Group work carried out in the classroom (written and oral tasks): 1.5 points. These activities will be graded in section 2 (1.5 points)
c) Individual tests on the contents developed throughout the course: 1.5 points. These activities will be graded in section 3 (1.5 points)
STUDENTS ARE REMINDED THAT, ACCORDING TO REGULATIONS, PLAGIARISM IN WRITTEN ACTIVITIES WILL BE SEVERELY PENALIZED. DISCIPLINARY MEASURES WILL RANGE FROM A FAIL SCORE IN THE WRITTEN ACTIVITY TO THE LOSS OF THE STUDENTS’ RIGHT TO CONTINUOUS ASSESSMENT.
B) Final assessment activities (graded in section 2: specific tests): 3 points. Passing score: 1.2 points. If the passing score is not reached, continuous assessment activities will not be taken into account, and students will be deemed to have failed the subject. The final test will consist of theoretical and practical questions on the contents developed throughout the course.
Considering the general requisites of the courses in the new degrees adapted to the ESHE, and also the particular features of this course, the system of assessment which students will be offered by default is the one explained above, that is, continuous assessment + final test. Consequently, attendance at a minimum of 80% of the sessions is compulsory.
However, in exceptional cases (for example, those students exempt from attendance: see “Remarks”), and always under the lecturer’s supervision, students may be assessed only by means of a final exam where the passing score will be 2 points in each part of exam. The final exam will consist of the activities mentioned in section B above, although in this case each group of activities will be worth 5 points. The passing score for the whole exam is 5 points and the passing score for each part of the exam is 2 points. If the passing score for each part is not reached, students will get a failing grade.
If the results achieved do not meet the objectives established for the course, students will do a resit. In that case, they will be able to choose between final assessment (take the final exam worth 10 points) and mixed assessment (continuous assessment + final test). In the latter case, students will keep the mark obtained for continuous assessment activities and will only sit for the final test worth 3 points. In further resits, students will be granted final assessment by default.
Finally, students are reminded that their systematic and unjustified failure to comply with the requirements of attendance will result in compulsory assessment by means of the aforementioned final exam.
In cases of plagiarized exercises or tests, the Regulations for the assessment of the academic performance of the students and the revision of grades will be applied.

As shown in the Degree Report, students are expected to devote about 112.5 hours to the course. This amount of time will be distributed as follows: 38.5 hours of classwork and 74 hours of work outside the classroom. For further information about students’ work, see “Assessment” and “Recommendations for study”

To make the most of this course, regular attendance at both sessions and private tutorials is strongly advised. In that way, the lecturer will be able to monitor the students’ progress and solve possible difficulties. Students should play an active part in classroom activities, do their homework and hand in their assignments before the deadlines. They should work constantly throughout the course, plan their activities and devote some time every week to study and to the practice of the four skills. They should also revise or expand their knowledge by using the supplementary references and the Centre’s resources.
At Campus Virtual students will also find documents and further material related to the course.

Prerequisites:
There are no official prerequisites for this course. However, an intermediate or close to intermediate level of English (CEFR B1 or Cambridge PET) is strongly recommended, as well as an acceptable level as regards written and oral communication in the students’ L1 (Spanish /Galician). Lastly, having passed the subject “Enseñanza y Aprendizaje de Competencias comunicativas: Inglés” is also highly recommended

Further remarks:
Those students who, due to exceptional circumstances, cannot attend classroom sessions regularly will be able to opt for final assessment and thus sit only a final exam (see “Assessment”). To that end, students must contact the lecturer before starting the course or within the first fortnight in order to report on their situation and, if necessary, establish an individual work schedule. In order to make the most of the subject, students in this situation are advised to keep in touch with the lecturer and monitor their work using private tutorials, virtual platforms, email, etc.
Students with special educational needs must get in touch with the lecturer to report on their situation, but their cases will only be considered if they have been duly assessed and certified by the SEPIU (Servicio de Participación e Integración Universitaria).
For further information, students are referred to the Study Guide, which will be made available before the course starts.