Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:July, Parkville - Taught online/distance.
During the pre-teaching period, students will be required to complete reading that will be provided via LMS.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 24 online hours |
Total Time Commitment:
|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 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
CoordinatorDr Russell Cross
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 graded assessment tasks
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
|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|
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)
Download PDF version.