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  3. Content Language Integrated Pedagogy

Content Language Integrated Pedagogy (EDUC90481)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Overview

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July
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This subject focuses on content language integrated pedagogy, in particular issues in the methodology of teaching in a second or foreign language, including such areas as setting goals and objectives; models of Content Language Integrated Learning programs; outcomes (including attainment in the discipline, language proficiency, ethnicity, etc); use and avoidance of the first language; the importance of interaction in constructing meaning, clarifying knowledge and developing relevant language; and the dual role of the CLIL teacher in developing content knowledge and promoting language development. It will include a brief introduction to the theory and practice of second language teaching and learning in so far as it is relevant to CLIL, e.g., teaching relevant elements of the language such as new vocabulary, dominant structures, or text features and genres of a discipline.

Intended learning outcomes

Upon completion of this subject, Students should be able to demonstrate:



  • Understanding of the pedagogical issues that impinge on the success of lessons taught through a second or foreign language;
  • Knowledge of the general pedagogical principles and practice entailed in teaching through a second or foreign language, including setting content and language integrated goals and objectives, and identifying the content and language learning needs of students;
  • Familiarity with the different approaches that have been adopted to 'content language integrated teaching' and with a range of models of CLIL programs;
  • Ability to support the language needs (cognitive, linguistic and affective) of students learning through a second or foreign language, facilitate their comprehension and learning of the content;
  • Ability to plan activities in response to specific language learning needs that might arise in the course of teaching their discipline.
  • Ability to develop pedagogical strategies appropriate to their teaching situation (in CLIL)

Generic skills

Students will develop the following set of key transferable skills:

  • Clinical reasoning and thinking
  • Problem solving
  • Evidence based decision making
  • Creativity and innovation
  • Teamwork and professional collaboration
  • Learning to learn and metacognition
  • Responsiveness to a changing knowledge base
  • Reflection for continuous improvement
  • Linking theory and practice
  • Inquiry and research
  • Active and participatory citizenship.

Last updated: 10 February 2024