CLIL for primary teachers (3cr)

Objective

After course completion students should be able to
- understand principles of CLIL as an innovative educational approach
- compare CLIL with foreign language (FL) teaching and similar approaches such as teaching content in FL, teaching FL
through content and bilingual education
- use methods and techniques supporting both language and content learning (including ICT)
- achieve readiness to prepare CLIL teaching materials
- gain foundations for teaching through CLIL

Content

- core features of CLIL- CLIL compared with other FL-mediated approaches- CLIL benefits and challenges- connecting language and content- language and fluency practice- organizational language of CLIL classroom management and instruction- CLIL lesson planning and scaffolding- adapting authentic materials and subject-specific materials to CLIL - designing and producing CLIL teaching materials for various subjects taught at primary level- assessment in CLIL

Qualifications

Finnish students: completed lape1623 Pedagogy of English and Swedish languages), 3 op/ects


International students: completed lape1623 Pedagogy of English and Swedish languages - the English part, 2 ects , or IEDU0008 Teaching English as a foreign language (EFL) (2 ects) or courses with the corresponding content.

International students: CEFR level B2 of English is recommended to follow classes and complete course assignments. A very general assessment of one’s CEFR level can be found at

http://kaares.ulapland.fi/home/hkunta/ealssen/exss/CEFR.html

Assessment criteria, satisfactory (1)

0 - hylätty /fail
The performance is very incomplete or incorrect, or contains significant misunderstandings. Compulsory assignments are incomplete or incorrect. A student demonstrates no or very poor knowledge of concepts related to CLIL and teaching through CLIL. The language level hinders significantly the microteaching, active participation or communication.

1 - välttävä / sufficient;

The student demonstrates understanding of the basic concepts of CLIL and can apply them, also in a basic way, in microteaching. All compulsory assignments are submitted. However, the overall performance is quite limited, or superficial. The language level limits the microteaching, active participation or communication.


2 - tyydyttävä / satisfactory
All compulsory assignments are submitted. The performance is limited to imitating models of CLIL teaching, CLIL materials preparation and production. Execution may contain errors or ambiguities. CLIL teaching may emphasize only the content part or only the language part. Peer evaluation is based only on a few selected criteria. The language level is enough to deliver the microteaching, participate and communicate but has limitations.

Assessment criteria, good (3)

3 - hyvä / good;
The student demonstrates good understanding of CLIL concepts and underlying theory, and can apply them in microteaching. All compulsory assignments are submitted. The overall performance demonstrates the student's ability to analyse and justify. The language level is good enough to deliver smooth and understandable microteaching.



4 - kiitettävä / very good

All compulsory assignments are submitted. The performance is based on models of CLIL teaching but shows independence in methods and materials production. In CLIL teaching the student tries to balance subject and language teaching. The student is able to deliver justified self- and peer evaluation. The language level is very good and supports clear delivery of microteaching, active participation and communication.

Assessment criteria, excellent (5)

The student demonstrates full understanding of CLIL concepts and the underlying theory, and can apply them very well in microteaching. All compulsory assignments are submitted. The overall performance demonstrates independence of thinking and insight. The student uses models of CLIL teaching and materials preparation but extends them to create a unique learning situation suitable for a specific subject. In CLIL teaching the student can balance well subject and language teaching. Peer evaluation is thorough and based on researched criteria. The student is able to reflect in-depth on own and peer teaching. The language level is very good and supports clear delivery of microteaching, active participation and communication.

Materials

Further information

The course is intended for those students in class teacher education and training who specialize in English. Admission priority will be given to those students, based on prerequisites. Detailed information regarding the course content and assignments will be provided at the first session.

The course is organized in the autumn semester. Lecturer: Elizabeth Alssen