Course outline_ENG717_Content and Language Integrated Learning (CLIL)

 

COURSE OUTLINE

 

Title:                    Content and Language Integrated Learning (CLIL)    

Course code:       ENG717

No. of credits:      3 credits

 

1. COURSE OVERVIEW

This course introduces and then critically considers theories, policies and practices relevant to bilingual and content-based programs globally and in Vietnam. In particular, it builds on students’ understandings of the processes of language acquisition by focusing on the integration of language and content in the English as a Foreign Language (EFL) context. The course explores various philosophical standpoints, theoretical perspectives, program options, and research issues that have shaped the field of bilingual education in the last decade, with particular emphasis on content and language integreated learning (CLIL) and its sociolinguistic, psycholinguistic, political and educational aspects. Through the exploration of connections between research and pedagogy, including recent bilingual instructional strategies such as translanguaging, students examine the development and maintenance of bilingualism and biliteracy in formal learning environments. In addition, key policies and documents related to CLIL are investigated with a focus on the pedagogical implications of additional language literacies and first language development. 

2. COURSE OBJECTIVES

  • to identify and understand fundamental principles underpinning the importance of bilingualism and bilingual education
  • to extend and develop awareness of the major theories of second language acquisition and bilingualism and their applications in actual teaching/learning environments
  • to facilitate learner understanding of heteroglossic approaches to bilingualism and bilingual education
  • to critically examine how additive and heteroglossic bilingualism can inform and enrich classroom learning and teaching
  • to develop critical awareness of CLIL as a teaching method and its practicalities, especially in EFL contexts such as in Vietnam
  • to develop ability to find and interpret research material, and to use recent academic research on CLIL to inform and support their own approach to learning and teaching

3. TOPIC DESCRIPTIONS

  • Introduction to bilingualism and multilingualism
  • Theoretical frameworks and models of bilingual education
  • Contexts of bilingual education around the world
  • Indigenous bilingual education in Vietnam: Heritage and minority languages
  • Immersion and CLIL: Problematising contextual and functional differences
  • BICS and CALP: Communicative language and academic language
  • Role of Grammar and FFI/FonF
  • Own language use, Codeswitching and Translanguaging in CLIL
  • Text types and Genre Theory
  • Assessment in CLIL programs
  • Instructional approaches to teaching Receptive Skills in CLIL
  • Instructional approaches to teaching Productive Skills in CLIL
  • Assessment

4. MATERIALS

4.1. Required textbooks

  • Baker, C., & Wright, W. E. (2017). Foundations of Bilingual Education and Bilingualism. (6th Ed.) Bristol: Multilingual Matters (ISBN: 978-14051-1994-8)

4.2. Reference materials

  • Cenoz, J., Genesee, F. & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262.
  • Chowdhury, R., & Restuningrum, N. R. (2020, upcoming). Negotiating Family Language Policy in Heritage Language Maintenance: Experiences of Immigrant Families in Australia. Bilingual Review Journal
  • Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562.
  • Dalton-Puffer, C., Llinares, A., Lorenzo, F. & Nikula, T. (2014). “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter, Applied Linguistics, 35(2), 213-218.
  • Disbray, S. (2016). Space for learning: Policy and practice for indigenous languages in a remote context. Language and Education, 30(4), 317-336.
  • Flores, N. & Schissel, J. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454-479.
  • Hammond, J. (2012). Hope and challenge in the Australian Curriculum: Implications for EAL students and their teachers. Australian Journal of Language and Literacy, 35(2), 223-240.
  • Hickey, T., Lewis, G, & Baker, C. (2014). How deep is your immersion? Policy and practice in Welsh-medium preschools with children from different language backgrounds. International Journal of Bilingual Education and Bilingualism, 17(2), 215-234.
  • Humphrey, S. & Macnaught, L. (2016). Functional language instruction and the writing growth of English language learners in the middle years. TESOL Quarterly, 50(4), 792-813.
  • Lin, A.M.Y. (2015). Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74-89.
  • Molyneux, P., Scull, J. & Aliani, R. (2016). Bilingual education in a community language: lessons from a longitudinal study. Language and Education 30(4), 337-360.
  • Potts, D. & Moran, M.J. (2013). Mediating multilingual children’s language resources. Language and Education, 27(5), 451-468.
  • Thuy, L. N. T. (2016). Reconsidering the first steps of CLIL implementation in Vietnam. European Journal of Language Policy, 8(1), 29–56. https://doi.org/10.3828/ejlp.2016.4
  • Turner, M. (2013). Content-based Japanese language teaching in Australian schools: Is CLIL a good fit? Japanese Studies, 33(3), 315-330.
  • Zhang, Q. & Yang, Z. (2017). Bilingual education for the Tujia: The case of Tujia minority schools in Xiangxi autonomous prefecture. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2017.1358694
  • Websites/ Softwares: https://fuse.education.vic.gov.au/pages/clil.

5. ASSESSMENT

5.1     Midterm (30%)

  • Group Oral and Visual Presentation (30%)

5.2     Final (70%)

  • Critical Essay including development of a Unit of Work

6. STUDENT WORKLOAD

  • Directed study:               60 periods
  • Independent Study:        120 periods

 
 
 
 
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