Master of Education (CLIL) (MC-EDCLIL) // Attributes, outcomes and skills

Intended learning outcomes

Students who have completed the Master of Education (CLIL) should be able to:

• an understanding of the pedagogical, linguistic, sociolinguistic, cultural and cognitive issues that impinge on the success of courses taught through a second or foreign language
• understanding of the cross-cultural issues involved in teaching through a second or foreign language
• knowledge of the general pedagogical principles and practice entailed in teaching through a second or foreign language, including such issues as an understanding of the role of the first language, code switching, and bilingual dialogue
• ability to apply their understanding of the theoretical issues and the pedagogical principles to their teaching practice
• a high level of competence in the practice of teaching their content subjects through a second or foreign language
• familiarity with the different approaches that have been adopted to 'content language integrated teaching', the literature on this activity and the worldwide research that has been undertaken on it
• ability to identify and evaluate successful classroom practice in CLIL, both their own and others'
• understanding of the differences between the language of the everyday world and that of the world of the particular discipline (e.g., science, mathematics or technology) and how bridges may be built from the discipline-specific discipline to the everyday language
• ability to identify the learning needs of students in CLIL programs
• ability to support the language needs (cognitive, linguistic and affective) of students learning through a second or foreign language, to facilitate their comprehension and learning of the content, and to help students developing their language through a discipline also to develop their general proficiency and their ability to communicate outside of their discipline
• ability to plan a syllabus and teaching program (for a discipline taught through a second or foreign language) situated within an understanding of the whole curriculum and to apply it to their own teaching context
• familiarity with the available materials for the teaching of their discipline(s) through a second or foreign language and an ability to adapt materials to suit their students' needs
• awareness of the management activities required to support the introduction of CLIL programs at any level of education but especially in schools
• awareness of the social and political issues, including for management, related to multiple languages in educational institutions (in particular, the implications of the global role of English)
• development of their ability to direct their own independent learning and their understanding of the range of approaches to research in this form of teaching
• understand the nature of research in second language education
• demonstrate capacity to undertake small scale research projects in second language education.