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    Portada » Estudios » Máster » Lingüística Inglesa: Nuevas Aplicaciones y Comunicación Internacional

Lingüística Inglesa: Nuevas Aplicaciones y Comunicación Internacional

Máster. Curso 2024/2025.

EL PAPEL DEL INGLÉS EN CONTEXTOS EDUCATIVOS BI/MULTILINGÜES - 603957

Curso Académico 2024-25

Datos Generales

SINOPSIS

COMPETENCIAS

Generales
CG2 - Conocer las metodologías para la investigación lingüística en lengua inglesa.
CG4 - Conocer los aspectos interculturales que inciden en la comunicación internacional y la traducción.
CG5 - Comprender e integrar información masiva y compleja procedente de diversas fuentes (artículos, Internet, revistas
especializadas, etc.) dentro de distintas perspectivas teóricas de la
lingüística inglesa.
CB7 - Que los estudiantes sepan aplicar los conocimientos adquiridos y su capacidad de resolución de problemas en entornos
nuevos o poco conocidos dentro de contextos más amplios (o
multidisciplinares) relacionados con su área de estudio
CB8 - Que los estudiantes sean capaces de integrar conocimientos y enfrentarse a la complejidad de formular juicios a partir de
una información que, siendo incompleta o limitada, incluya reflexiones sobre las responsabilidades sociales y éticas vinculadas a
la aplicación de sus conocimientos y juicios
CB9 - Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos
especializados y no especializados
CB10 - Que los estudiantes posean las habilidades de aprendizaje que les permitan continuar estudiando de un modo que habrá
de ser en gran medida autodirigido o autónomo.
Transversales
CT2 - Conocer y utilizar las estrategias de comunicación oral y escrita en el ámbito de la lingüística inglesa

ACTIVIDADES DOCENTES

Clases teóricas
Based on the seminal readings and research of the basic principles and authors in this area. Also other formats for learning will be used: videos and reports. All theoretical work will be discussed in the classroom.
Clases prácticas
Application of the principles to practical activities: worksheets, debates, data analysis, student presentations, materials development. etc.

Presenciales

3

No presenciales

3

Semestre

2

Breve descriptor:

 This course intends to familiarize participants with this teaching/learning approach whereby a content subject (science, arts, history…) is taught through the medium of a foreign language. Drawing on theories from bilingual education, Second Language Acquisition (SLA), educational and socio-linguistics, ecolinguistics and cognitive psychology, it will provide the background and rationale for understanding CLIL/bilingual programmes around the world. Furthermore, the course will describe CLIL across different countries and educational levels, including the tertiary level (English-medium instruction) with special emphasis on the Spanish context. The course will also analyse discursive and pragmatic practices in CLIL classroom settings as well as language policies adopting an empirical and pedagogical stance and conclude with an exploration of assessment in CLIL settings 

Objetivos

  •  Introduce students to the principles of Content and Language Integrated Learning (CLIL) both from a theoretical and a practical perspective
  • Apply these principles to classroom events, focusing on the discursive practices developed in these settings
  • Examine some of the language policies in place in different bilingual settings around the world
  •  Initiate students in the research in CLIL and English-medium education contexts by exposing them to different methodologgies and sub-fields of interest.
  • Develop a critical stance in students and work on their independent thinking processes to become independent scholars in the near future

Contenido

 Contents

1. The rationale behind CLIL. Principles, underlying assumptions and teaching paradigms

 2. CLIL dimensions:                  

2.1.1. The European Dimension

2.1.2. The Linguistic Dimension

2.1.3. The Cognitive-educational Dimension 

 

2. Research perspectives and learning theories in Bilingual/CLIL contexts

2.1. Antecedents: Canadian immersion experiences

2.2. General characteristics of content-based instruction/CLIL

2.3. Research on outcomes of immersion education

2.3.1.      First language development and academic achievement

2.3.2.    Social-psychological outcomes

2.4. Second language outcomes

2.5. Theoretical perspectives: cognitive theories and socio-cognitive theories

 

3. Classroom observation: Discursive practices in CLIL settings, methodological principles and language policies

 3.1. CLIL classrooms in Primary Education

3.1.1. Principles and challenges

3.1.2. Discursive practices

3.2. CLIL classrooms in Secondary Education

3.2.1. Introducing subject knowledge in a foreign language –subject disciplines and  school literacy

3.2.2. Examples from the classroom: the case of history

3.3. CLIL/EMI classrooms in Higher Education

3.3.1. EMI teaching in HE: state of the art in Europe

3.3.2. Teacher discourse in the foreign language classroom

3.3.3. Towards English-medium education in multilingual university settings (EMEMUS)

4.  CLIL assessment

4.1. Assessing content and language in the classroom

4.2. The role of language in CLIL

4.3. Assessment for Learning 

Evaluación

Evaluation will be carried out by drawing on the following:
Theoretical classes: 25%.
Seminars: 20%
Practical classes: 20%
Presentations: 25%
Other activities: 10%
TOTAL: 100%.

Bibliografía

Banegas, D. and Sandra Zappa-Hollman (2023) The Routledge Handbook of Content and Language Integrated Learning
Coyle, D., Marsh, D. and Mehisto, P. (2010) CLIL. Content and Language Integrated Learning. Cambridge: CUP.
Coyle, D. and Meyer, O. (2021) Beyond CLIL, Pluriliteracies Teaching for Deeper Learning. CUP.
Dafouz, E. and Smit, U. (2016). Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings. Applied Linguistics.: 37/3: 397–415.
Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the internationalised university. Springer International Publishing.
García, O. (2009) Bilingual Education in the 21st Century. Blackwell Publishers.
Hultgren. K. (2023). English-medium instruction in higher education throughout Europe. In K. Bolton, W. Botha and B. Lin (eds). Routledge Handbook of English-medium instruction (EMI) in higher education. Routledge.
Llinares, A., Morton, T. and Whittaker, R. (2012) The roles of languages in CLIL. Cambridge: CUP.
Mehisto, P. Frigols, M-J. and Marsh, D. (2008). Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education. MacMillan Publishers.
Nikula, T, Dafouz, E., Moore, P. & Smit. U. (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters.
Tedick, D, and Lyster, R. (2020) Scaffolding Language Development in Immersion and Dual Language Classrooms, Routledge.
van der Walt, C. (2013) Multilingual Higher Education. Beyond English Medium Orientations. Bristol, Multilingual Matters.

Estructura

MódulosMaterias
No existen datos de módulos o materias para esta asignatura.

Grupos

Clases teóricas y/o prácticas
GrupoPeriodosHorariosAulaProfesor
Grupo T27/01/2025 - 09/05/2025JUEVES 15:00 - 17:00A-318EMMA DAFOUZ MILNE
VIERNES 15:00 - 17:00A-318EMMA DAFOUZ MILNE