Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 18 hours |
Total Time Commitment:
120 hours total commitment.
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.
|Recommended Background Knowledge:|| |
Study Period Commencement:
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
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.
On completion of this subject, students should be able to demonstrate:
There are 3 assessment tasks:
There is one hurdle requirement:
|Prescribed Texts:|| |
Llinares, A., Morton, T., & Whittaker, R. (2012). The Roles of Language in CLIL. New York, NY: Cambridge University Press.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
Master of Education (CLIL) |
Master of Modern Languages Education (Stream A)
Master of Modern Languages Education (Stream B)
Master of TESOL (Stream A)
Master of TESOL (Stream B)
Postgraduate Certificate in Education (CLIL)
Postgraduate Certificate in Modern Languages Education (Stream B)
Postgraduate Certificate in TESOL (Stream B)
Professional Certificate in Education (CLIL)
Download PDF version.