Linguistics and Sociolinguistics of CLIL

This subject has the following teaching availabilities in 2009:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

• An essay of 1000 words relevant to Objectives 1, 2, and 7, due just before the mid-point of the subject (25%)
• An essay equivalent to 1000 words focussing on the design of work programs relevant to objectives 4 and 5, due just after the mid-point of the subject (25%)
• An essay equivalent to 2000 words including teaching activities or units of work and their justification relevant to Objectives 3 and 6, due at the end of the subject (50%)

This subject is not available as a breadth subject.

On completion of this subject, students should be able to demonstrate:

• understanding of the linguistic, sociolinguistic, cultural and cross-cultural issues that impinge on the success of courses taught through a second or foreign language
• awareness of the relationship between language, concepts and cognition
• understanding of the role of the first language, code switching, and bilingual dialogue
• understanding of the differences between the language of the everyday world and that of their particular discipline (e.g., science, mathematics or technology) and of how bridges may be built from the discipline- specific language to the everyday language
• understanding of the nature of discipline- specific terminology, text structure and oral and written conventions of discipline-specific language
• ability to identify and support the language needs of students who are 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
• Commitment to professional and academic ethics and excellence
• Ability to set personal targets and plan to achieve them
• Development of the students' ability to direct their own independent learning
• Ability to discuss their discipline area in appropriate English and to communicate it to students
• Ability to read critically and present material concisely and coherently in written and oral presentations relevant
• Skills in observing teaching, evaluating it and applying their findings to their own teaching situations
• Skills in reflecting upon, evaluating and developing their own teaching
• Ability to develop pedagogical strategies appropriate to their teaching situation (in CLIL)
• Reflect critically on their teaching, program planning and/or the management of relevant educational programs
• Understand and apply principles of teaching, assessment and evaluation
• awareness of the nature and implications of the global role of English and the impact that English and learning through English can have on the students' first language.