Guía docente de Prácticas en Bilinguismo (M19/56/2/19)

This 10 ECTS* course intends to deliver students those contents and learning experiences that will strengthen their competencies as future professionals of bilingual education. In that process, students will be guided and monitored by the professors of the course in collaboration with the teachers from the bilingual schools in which the practices (in-service training) will take place.

The seminar  ̳Prácticas‘ (in-service learning) (2 ECTS) is aimed at increasing student‘s cognitive and metacognitive knowledge on competencies-based learning and bilingual education, in order to master the design, implementation and evaluation of effective CLIL bilingual lessons in formal educational settings.

The seminar Bilingual Education (2 ECTS) will examine current mainstream educational practices of teaching non-linguistic subjects through L2 in wider international contexts and in the specific context of Spain. This seminar is divided into two major blocks: a) Types of bilingual education and b) Introduction to CLIL programmes. The first block will involve discussions on evidence for the potential benefits and limitations and aims to provide insights into different modalities of bilingual practices. The second component will provide a more detailed examination of national and regional practices, guidelines and legislation. Additionally, a series of methodological principles will be discussed along with contextualised examples with a view to facilitating the selection and/or creation of appropriate
materials and activities for the bilingual class.

The seminar Bilingual Education Practice: CLIL in practice (1 ECTS) follows the seminar Bilingual Education Theory (2 ECTS) and focuses on some specific aspects of how to teach content subjects in English following CLIL methodology. The seminar is divided into three parts, which coincide with three key factors in the CLIL classroom: the syllabus, classroom management and the role of the teacher.

Prerrequisitos:

• A C1 English level, following the Common European Framework of Reference (CEFR), is recommended to register on this course.

Recommendations: 

• Intellectual curiosity (willingness to learn);
• Engagement motivation (civic and community);
• Self-regulated learning (internal locus of control);
• Fluency on a second language (English: reading, writing, listening, speaking);
• Digital literacy (web search, excel, word processor, email, scientific database search);
• Previous curricular knowledge;
• Willingness to work.

(From Verifica Document, p. 59)

• Comprender los factores (psico)lingüísticos clave en la adquisición y desarrollo del lenguaje del bilingüe, tanto en contextos naturales como de instrucción, tanto en niños como en adultos bilingües.
• Explorar de manera práctica mediante actividades/ejercicios de investigación el lenguaje de los citados bilingües, con atención especial al análisis de datos lingüísticos, tanto con métodos de corpus como experimentales.
• Familiarizarse con la lógica y la metodología de los estudios empíricos en bilingüismo.
• Realizar un estudio básico de investigación sobre el lenguaje de los bilingües mediante el análisis de los datos lingüísticos.
• Conocer las propiedades principales que caracterizan la interacción entre las dos lenguas del bilingüe.
• Comprender los beneficios (o su ausencia) de la instrucción en la competencia lingüística del bilingüe.
• Demostrar conocimiento y meta-conocimiento en relación al aprendizaje basado en la práctica. - Conocer las políticas, planes y programas lingüísticos internacionales y nacionales más extendidos en educación plurilingüe.
• Conocer las claves metodológicas de la enseñanza y el aprendizaje integrado de contenidos y lengua extranjera (AICLE).
• Aplicar las claves metodológicas AICLE a la selección y/o planificación, desarrollo, aplicación y evaluación de actividades y tareas en áreas lingüísticas y no lingüísticas.
• Detectar puntos fuertes y áreas de mejora en un contexto educativo plurilingüe

(English translation)

• To demonstrate knowledge and meta-knowledge in relation to effective and evidence-based practice.
• To know linguistic policies, plans and programs, both national and international more recognised on bilingual/plurilingual education.
• To know key teaching methodologies like Content and Language Integrated Learning (CLIL) (AICLE by its name in Spanish) 
• To apply those key teaching methodologies to the process of designing, delivering and evaluating the impact of those practices on linguistics and other disciplines of the curriculum.
• To identify strengths and weakness in a bilingual education context.
• To select appropriate teaching/learning materials for their students according to their needs.
• To get familiarised with different students’ online resources for the practice of CLIL.
• To be acquainted with some techniques to manage content and language in the classroom.
• To understand the benefits of managing classroom time adequately.
• To be prepared to help students develop skills to enhance autonomous learning in and outside the classroom.
• To develop skills to explore the online resources available for teachers.
• To plan the participation of language assistants.

(From the Student Guide)

• To know linguistic policies, plans and programs, both national and international more recognised on bilingual/plurilingual education.
• To know key teaching methodologies like Content and Language Integrated Learning (CLIL) (AICLE by its name in Spanish)
• To get familiarised with different students‘ online resources for the practice of CLIL.
• To be acquainted with some techniques to manage content and language in the classroom.
• To understand the benefits of managing classroom time adequately.

(From Verifica Document, p. 60)

1. Papel de las prácticas en el modelo de educación por competencias 1.1 Evolución de las taxonomías del aprendizaje 1.2 Planificación de las prácticas in and out de la clase: Línea base 1.3 Implementación de las prácticas: Seguimiento 1.4 Evaluación de las prácticas: Impacto en alumnado y centro.

2. Educación Plurilingüe 2.1. Políticas de educación plurilingüe como interés global 2.1.1. Educación plurilingüe en Europa 2.1.2 Educación plurilingüe en España. 2.2. Aspectos metodológicos claves en el Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE): 2.2.1. Planificación de AICLE 2.2.2 Selección y/o desarrollo de materiales AICLE 2.2.3 Evaluación y medida en AICLE.

3. AICLE en la práctica

(English translation)

1. Role of “practices” (in-service training) on competencies-based learning (Seminar A):

   1. Learning taxonomies evolution

   2. Your (hard and soft) skills to deliver effective CLIL lessons (Tutors Eval Form)

   3. Your (hard and soft) skills to evaluate learning impact on students and the School (Students Self-assessment)

2. Plurilingual Education (Seminar B):

   1. Plurilingual Education Policies as a Global Interest a. Plurilingual Education in Europe b. Plurilingual Education in Spain

   2. Key Methodological Issues on CLIL

      • a. Planning of CLIL

      • b. Selection and development of CLIL materials

      • c. Measurement and Evaluation of CLIL

3. CLIL in practice (Seminar C):

   1. The Syllabus

      • i. Teaching/learning materials and resources.

      • ii. The role of the internet as a teaching/learning resource.

   2. Classroom management

      • i. Identifying student’s needs.

      • ii. Classroom language in CLIL.

      • iii. Interaction and motivation.

      • iv. CLIL beyond the classroom.

   3. The role of the teacher

      • i. Resources for teachers and teacher needs.

      • ii. Teaching strategies. 

      • iii. The role of the language assistant.

In-service training. Practical sessions attending the School assigned across the 6 weeks period pre-established // Prácticas. Sesiones prácticas en las escuelas asignadas durante el periodo de 6 semanas preestablecido.

Books / Libros

• Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., Wittrock, M.C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Pearson, Allyn & Bacon.
• Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
• Dale, L., & Tanner, R. (2012). CLIL Activities with CD-ROM: A Resource for Subject and Language Teachers. Cambridge University Press.
• Madrid, D. & Hughes, S (2011). (Eds.) Studies in Bilingual Education. Bern: Peter Lang.

Main journals / Revistas principales

• Applied Linguistics (Oxford University Press): http://applij.oxfordjournals.org/
• BLC: Bilingualism: Language and Cognition (Cambridge University Press): http://journals.cambridge.org/action/displayJournal?jid=BIL
• ICRJ: International CLIL Research Journal http://www.icrj.eu/
• IJB: International Journal of Bilingualism (Sage): http://ijb.sagepub.com/
• IJBEB: International Journal of Bilingual Education and Bilingualism (Routledge): http://www.informaworld.com/smpp/title~content=t794297780
• JICB: Journal of Immersion and Content-Based Language Education (John Benjamins) http://benjamins.com/#catalog/journals/jicb
• LAB: Linguistic Approaches to Bilingualism (John Benjamins): http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=LAB
• LANGUAGE LEARNING: (A journal of research on language studies): http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9922

• Achieve (2015). The Role of Learning Progressions in Competency-Based Pathways. Retrieved from http://www.achieve.org/files/Achieve-LearningProgressionsinCBP.pdf
• ECML (n.d.). ECML: Plurilingual and Intercultural Education. https://www.ecml.at/Thematicareas/PlurilingualEducation/tabid/1631/language/en-GB/Default.aspx
• Gómez-Parra, M.E., & Johnstone, R. (cords.). (2017). Bilingual education: educational trends and key concepts. https://sede.educacion.gob.es/publiventa/educacion-bilinge-tendencias-educativas-y-conceptos-claves--bilingual-educational-trends-and-key-concepts/educacion-investigacion-educativa-lenguas/22107
• INACOL (2018). Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed. Retrieved from https://www.inacol.org/resource/designing-equity-leveraging-competency-based-education-ensure-students-succeed/
• INACOL (2017). In Search of Efficacy: Defining the Elements of Quality in a Competency-Based Education System. Retrieved from http://www.competencyworks.org/wp- content/uploads/2017/06/CompetencyWorks-InSearchOfEfficacy-DefiningTheElementsOfQualityInACompetencyBasedEducationSystem.pdf
• O ́Neill, G., & Murphy, F. (2010). Assessment. Guide to Taxonomies of Learning. Retrieved from http://www.ucd.ie/t4cms/ucdtla0034.pdf
• Ortega-Martín, J.L., Hughes, S.P., & Madrid, D. (eds.) (2018). Influencia de la política educativa de centro en la enseñanza bilingüe en España. https://sede.educacion.gob.es/publiventa/influencia-de-la-politica-educativa-de-centro-en-la-ensenanza-bilinge-en-espana/ensenanza-lenguas-espana/22358
• Sturgis, C. (2014). Progress and Proficiency: Redesigning Grading for Competency Education. CompetencyWorks Issue Brief. https://eric.ed.gov/?id=ED561319.

Online resources / Recursos online

• Center for Applied LInguistics. https://www.cal.org/

• ESL resources (from Blue Web'n) - http://www.kn.pacbell.com/ 

• EverythingESL.net - http://everythingesl.net/ This site, created by an award-winning ESL teacher, includes lesson plans, teaching tips, resource picks, and online bulletin boards and discussion forums.

• Michael Krauss - http://www.lclark.edu/~krauss/  Comprehensive K-12 teacher resources for ESL/ELL.

• National Clearinghouse for English Language Acquisition In the Classroom - http://www.ncela.gwu.edu/  Practical resources for linguistically and culturally diverse classrooms.

• Language and Education Links -http://www.ncela.gwu.edu/ Includes, among others, sections on Bilingual Education & ESL, Language & Culture, and Technology.

• NCELA Online Library - http://www.ncela.gwu.edu/ Access hundreds of articles and publications on educating linguistically and culturally diverse students.

• Online Directory of ESL Resources - A searchable database of the most useful ESL resources, primarily for teachers and students, from the National Clearinghouse for Bilingual Education and the ERIC Clearinghouse on Languages and Linguistics. Look especially in the pre-formed search for megasites.

• English Second Language (AskERIC) - Annotated list of resources, including lesson plans, internet sites, listservs, and organizations.

• ESL Department (NWREL) - Annotated list of resources

• English Language Instructional Support for English Language Learners (ODE) - 

• English Language Learner (ELL) Standards.

• National Association for Bilingual Education (NABE) (2015). http://www.nabe.org/

• ReadingRockets -  http://www.google.com/url?q=http%3A%2F%2Fwww.readingrockets.org%2F&sa=D&sntz=1&usg=AFrqEze7UQCRYZwzAxZ1udt64N9tRiC6IQ

• The IRIS Center - http://www.google.com/url?q=http%3A%2F%2Firis.peabody.vanderbilt.edu%2F&sa=D&sntz=1&usg=AFrqEzeJac7k5NXSsq20-WuexvMdv51chA

EVALUATION CRITERIA:

EV-C1. Domain of the theoretical and practical contents set for the course including a critical analysis.

EV-C2. Performance on the individual and/or group works in terms of their quality of presentation, writing, ideas, creativity, scientific value, rationale and references.

EV-C3. Implication level, attitude and participation in class, tutorial and group work sessions.

EV-C4. Attendance to seminars, classes, conferences, use of office hours, quality and scientific rigor, clarity and utility of essays and Learning Guides.

EVALUATION TOOLS:

EV-I1. Portfolio (e.g., writing exams, essays, short answers, multiple choice, case analysis, problem solving, Practical exams or Learning Guides, reports) by professors seminars.

EV-I2. Practicas (i.e., performance in the schools assessed) by the school tutor assigned.

GRADING SYSTEM:

Portfolio (Faculty): (30-50): 50%

Practicas (Teachers): (30-50%): 50%

ATTENDANCE:

Attendance to the seminars will have to be > 80%.

IMPORTANT.

The final score will be the result of adding partial scores from both evaluations tools. In order to calculate the final score in June/July (ordinary evaluation) it will be necessary to reach at least 50% of the score on each one of the two evaluation forms mentioned above.

EVALUATION CRITERIA:

EV-C1. Domain of the theoretical and practical contents set for the course including a critical analysis.

EV-C2. Performance on the individual and group works in terms of their quality of presentation, writing, ideas, creativity, scientific value, rationale and references.

EV-C3. Implication level, attitude and participation in class, tutorial and group work sessions.

EV-C4. Attendance to seminars, classes, conferences, use of office hours, quality and scientific rigor, clarity and utility of essays and Learning Guides.

EVALUATION TOOLS:

EV-I1. Portfolio (e.g., writing exams, essays, short answers, multiple choice, case analysis, problem solving, Practical exams or Learning Guides, reports) by professors seminars.

EV-I2. Practicas (i.e., performance in the schools assessed) by the school tutor assigned.

GRADING SYSTEM:

Portfolio (Faculty): (30-50): 50%

Practicas (Teachers): (30-50%): 50%

ATTENDANCE:

Students who have not reached 80% of attendance criteria during the semester do qualify to take this extraordinary evaluation.

IMPORTANT.

The final score will be the result of adding partial scores from both evaluations tools. In order to calculate the final score in June/July (extraordinary evaluation) it will be necessary to reach at least 50% of the score on each one of the two evaluation forms mentioned above.

ONE SHOT EVALUATION. ArtÍculo 8. Evaluación única final en convocatorias ordinaria y extraordinaria). According to the article 8 of the UGR regulations on students’ evaluation and scoring (Normativa de evaluación y de calificación de los estudiantes de la Universidad de Granada), if a student cannot follow the standard evaluation system (ordinary or extraordinary) set by the professor s/he has to apply electronically within the first two weeks of class to the head of the Department stating the reasons why that change is demanded.

Articulo 8. Evaluación única. Para acogerse a la evaluación única final, el estudiante, en las dos primeras semanas de impartición de la asignatura, o en las dos semanas siguientes a su matriculación si ésta se ha producido con posterioridad al inicio de la asignatura, lo solicitar , a través del procedimiento electrónico, al Director del Departamento o al Coordinador del Máster, alegando y acreditando las razones que le asisten para no poder seguir el sistema de evaluación continua.

SPECIAL CIRCUMSTANCES EVALUATION (Art culo 9. Evaluación por incidencias).

According to the article 9 of the UGR regulations on students’ evaluation and score system (Normativa de evaluación y de calificación de los estudiantes de la Universidad de Granada), if a student cannot take any of the regular and/or extraordinary exams the date initially set by the professor, they will have to apply electronically to the head of the department for another date stating the reasons and including the necessary documentation that verify the argued circumstances.

Articulo 9. Evaluación por incidencias. Los estudiantes que no puedan concurrir a la prueba de evaluación, tanto ordinaria como extraordinaria, en la fecha asignada por la Facultad, podrán solicitar a la Directora del Departamento la evaluación por incidencias, en los supuestos establecidos en el art culo 9 de la Normativa de Evaluación y Calificación de los estudiantes de la Universidad de Granada. Dichos supuestos deber n acreditarse adecuadamente en el momento de presentar la solicitud a la Dirección.

Official evaluations dates can be modified under justified reasons and as long as teacher and students are in agreement.

Evaluation accommodations for students with disabilities or any other type of learning challenges will follow the UGR regulations (BOUGR n m. 111, de 10 de octubre de 2016).

The right of an individual (student or professor) to control the commercial use of one's identity, such as name, image, likeness, or other unequivocal identifiers, in case it is required by any evaluation exam, will follow the UGR policy on right of publicity.