CLIL for primary teachers (3cr)

Evaluation scale

H-5

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

Execution methods

30 contact teaching hours and 50 hours of independent work
Teacher presentations, individual, pair, and group work, student presentations and micro-teaching, written course work ( the CLIL essay). Students will prepare and peer evaluate a set of age- and curriculum- appropriate CLIL teaching materials for self-chosen school subjects. They will execute those materials in a simulated CLIL lesson. Students will also prepare and deliver micro-teaching for primary level by using any L2 other than English (the use of L1 is NOT recommended for this presentation but can be discussed with the teacher). Students will write an essay on the state of CLIL in their home countries: origins, implementation and development, research.

Accomplishment methods

Active participation, preparation and execution of CLIL materials in a simulated CLIL lesson, successfully delivered micro-teaching, the CLIL essay.
Active participation in lectures and seminars, and a written assignment1 ects5-1/fail
Micro-teaching2 ects5-1/fail

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

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.

1 - välttävä / sufficient; 2 - tyydyttävä / satisfactory

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 limited, or superficial. 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.

Assessment criteria, good (3)

3 - hyvä / good; 4 - kiitettävä / very 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 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.

Assessment criteria, excellent (5)

The student demonstrates full understanding of CLIL concepts and 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.

Qualifications

Finnish students: completed lape1623 Englannin ja ruotsin kielen pedagogiikka, (Pedagogy of English and Swedish languages), 3 op/ects


International students: completed lape1623 Pedagogy of English and Swedish languages - the English part, 2 ects (Englannin ja ruotsin kielen pedagogiikka), or IEDU0007 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