Content Language Integrated Pedagogy

Subject EDUC90481 (2016)

Note: This is an archived Handbook entry from 2016.

Credit Points: 12.5
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2016:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 25-Jul-2016 to 23-Oct-2016
Assessment Period End 18-Nov-2016
Last date to Self-Enrol 05-Aug-2016
Census Date 31-Aug-2016
Last date to Withdraw without fail 23-Sep-2016

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours
Total Time Commitment:

170 hours

Prerequisites: None
Corequisites: None
Recommended Background Knowledge:
Study Period Commencement:
Credit Points:
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 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:


Dr Russell Cross


Subject Overview:

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.

Learning Outcomes:

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

  • understanding of the pedagogical issues that impinge on the success of courses 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 such issues as appropriately managing use of the first language, code switching, and bilingual dialogue, the setting of goals and objectives, and indentifying the needs of the students;
  • familiarity with the different approaches that have been adopted to 'content language intergrated 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;
  • a basic understanding of the theory and practice of second or foreign language teaching; and
  • ability to plan activities in response to specific language learning needs that might arise in the course of teaching 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 porgrams;
  • Understand and apply principles of teaching, assessment and evaluation.

There are two pieces of assessment:

  • Reflective Essay, (2000 words, 40%) due mid way during the subject
  • Essay based task (3000 words, 60%) due upon completion of the subject.

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

Prescribed Texts:

Dale, L., & Tanner, R. (2012). CLIL Activities with CD-ROM: A resource for subject and language teachers. 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
Related Course(s): Graduate Certificate in Education (CLIL)
Graduate Certificate in Modern Languages Education (Stream B)
Graduate Certificate in TESOL (Stream B)
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)
Professional Certificate in Education (CLIL)

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