Description
Question/answer task on CLIL research involving more analysis than writing (so I need a person from the field). – Summarise the areas that require more research in CLIL classroom discourse, according to the authors. -Which ones require more attention in you specific context? Explain why. Find attached the course description and text to work on (task 3) I will provide part of the course materials to make the work easier. Subject: The language of disciplines in foreign language classrooms MA in English Applied Linguistics I will go for the most affordable price because I have 5 similar tasks with very limited funds. Thanks
COURSE DESCRIPTION
In this course students will learn to analyse pupils’ use of the foreign language (spoken and written) to
represent subject content in different disciplines (geography, history etc.), and at different educational
levels.
SEMINAR SESSIONS (Wednesdays, 17.00-21.00)
Session 1 Feb 5 Introduction to Learning a second language in bilingual/CLIL contexts
Session 2 Feb 12 11th CLIL Research seminar:
Invited Speakers: Tarka Nikula (U. Jyväskylä), Dominik Rumlich (U.
Paderborn)
Doctoral Students: Elisa Hidalgo, Thomas Somers
Session 3 Feb 19 Focus on form/focus on meaning
Session 4 Feb 26 CLIL classroom interaction
Session 5 Mar 4 Genres and registers in CLIL
Session 6 Mar 11 Reading and writing in CLIL classes
READINGS FOR SESSIONS AND TASK ON RESEARCH SEMINAR
1. Lorenzo, F., Casal, S. & P. Moore (2010) The effects of content and language integrated learning
in European education: Key findings from the Andalusian bilingual sections evaluation project.
Applied Linguistics, 31: 418–42. (Session 1)
2. See Task on Research seminar in Moodle (Session 2)
3. Llinares, A., & Lyster, R. (2014). The influence of context on patterns of corrective feedback and
learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning
Journal, 42(2), 181-194. (Session 3)
4. Nikula, T., Dalton-Puffer, C. & Llinares, A. (2013) CLIL classroom discourse. Journal of
Immersion and Content-Based Language Education, 1/1: 70-100. (Session 4)
5. Morton, T. (2010) Using a genre approach to integrating content and language in CLIL: the
example of secondary history. In C. Dalton-Puffer, T. Nikula and U. Smit eds. Language Use and
Language Learning in CLIL Classrooms. Amsterdam: John Benjamins (81-105). (Session 5)
6. Whittaker, R. A. Llinares, and A. McCabe (2011) Written discourse development in CLIL at
secondary school. Language Teaching Research, 15: 3, 343-363. (Session 6)
7. Martin, J.R. & D. Rose (2007) Interacting with text. Foreign Studies Journal, Beijing, 1-20.
(Session 6)
ASSIGNMENTS
-Weekly assignments on readings and/or CLIL data analysis.
-The final assignment will consist in an empirical study, analysing data from one or more of the
perspectives presented in the course (around 3000 words-10 to 15 pages). Deadline for
submitting the paper: April 30th 2020.