Linguistics and Sociolinguistics of CLIL

Subject EDUC90482 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points:

12.50

Level:

9 (Graduate/Postgraduate)

Dates & Locations:

This subject has the following teaching availabilities in 2010:

July, Parkville - Taught on campus.

Pre-teaching Period Start	not applicable
Teaching Period	not applicable
Assessment Period End	not applicable
Last date to Self-Enrol	not applicable
Census Date	not applicable
Last date to Withdraw without fail	not applicable

Parkville Campus

Timetable can be viewed here. For information about these dates, click here.

Time Commitment:

Contact Hours: 18 hours
Total Time Commitment: 120 hours total commitment

Prerequisites:

None

Corequisites:

None

Recommended Background Knowledge:

None

Non Allowed Subjects:

None

Core Participation Requirements:

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

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Subject Overview:	This subject will review the linguistic and sociolinguistic issues involved in content-based programs including such issues as general vs specific purpose language, the language of the discipline (and the integral relationship between them) and of the classroom (including the language of instruction), discipline-specific terminology, and the conventions of writing in a discipline (including text structure and reporting). The subject will also refer to the notion of English as an international language, contextualisation, the nature of the language acquired by students in CLIL programs, and the effect of CLIL and learning through a second or foreign language on the first language, its development, possible domain losses, and the survival of the local language. It will also examine cultural issues in CLIL including issues involved in cross-cultural communication, the relevance of culture, the influence of culture on learning and on world view, ways of facilitating comprehension to promote learning of both content and language, the need for language support for the students, and the forms that such support might take. Reference will be made to the intellectual and cultural consequences of teaching through a second or foreign language and the relationship between culture, language, concepts and cognition and, in particular, the transfer of knowledge acquired through the second or foreign language to the first.
Objectives:	Information not available
Assessment:	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%)
Prescribed Texts:	None
Breadth Options:	This subject is not available as a breadth subject.
Fees Information:	Subject EFTSL, Level, Discipline & Census Date
Generic Skills:	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.
Related Course(s):	Master of Modern Languages Education(Stream 100A) Coursework and ThesisA Master of Modern Languages in Education (Stream 100B) Coursework Master of Modern Languages in Education (Stream 150B) Coursework Master of Modern Languages in Education(Stream 150A)Coursework & ThesisA Master of T.E.S.O.L. (Stream 100B) Coursework Master of T.E.S.O.L.(Stream 100A)Coursework and Thesis A Master of T.E.S.O.L.(Stream 150A) Coursework and Thesis A Master of T.E.S.O.L.(Stream 150B)Coursework Postgraduate Certificate in Education (Teaching Content through English) Postgraduate Diploma in Educational Studies (TESOL) Professional Certificate in Education (Teaching Content through English)

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