The ones established to access the Master.
The subject Introducción a la Educación Bilingüe/Introduction to Bilingual Education is part of the General Training module and encompasses the following subjects: Bilingual Education and Organization of the Bilingual School and CLIL and CLIL Pedagogy and Innovation Approaches.
This course reviews the European, national and regional educational legislation since the promotion of foreign languages, its introduction at the earliest stages and its culmination in bilingual education, according to the different programs and plans. The aim is not only to contextualize bilingual education from a theoretical point of view but also to see its application. Thus, it delves into the different methodologies, strategies and resources for the integrated teaching of languages and contents. In addition, it explains different programs and plans and their influence on the organization of bilingual or multilingual schools.
Course competences | |
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Code | Description |
CB10 | To own the learning skills that allow students to keep studying in a predominantly self-directed or autonomous way. |
CG01 | To acquire advanced scientific training applied to Bilingual Education in the stages of Early Childhood and Primary Education. |
CT03 | To get committed to ethics and social responsibility both as a citizen and as a professional, acting according to the principles of respect and promotion of Human Rights, equality between men and women, as well as those of universal accessibility for impaired people, under the principles of a culture of peace and democratic values. |
CT05 | To be able to transmit social and cultural values congruent with the multilingual and multicultural current situation. |
Course learning outcomes | |
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Description | |
Design of educational innovation strategies adapted to the reality of the bilingual classroom and that guide and evaluate the quality of learning and the efficient teaching praxis in the varied curricular areas | |
Familiarization with the efficient organization of education centers offering language programs | |
Additional outcomes | |
Not established. |
Training Activity | Methodology | Related Competences (only degrees before RD 822/2021) | ECTS | Hours | As | Com | Description | |
Class Attendance (theory) [ON-SITE] | Lectures | CG01 CT03 | 1.2 | 30 | N | N | Presentation and development of contents in the classroom. | |
Project or Topic Presentations [ON-SITE] | Individual presentation of projects and reports | CB10 CT05 | 0.32 | 8 | Y | Y | Presentation of conclusions reached from team group in class.To pass this activity, the student will need a minimum grade of 4 out of 10 (40%) | |
Study and Exam Preparation [OFF-SITE] | Self-study | CB10 CG01 | 0.8 | 20 | N | N | Assessment activities preparation. | |
In-class Debates and forums [ON-SITE] | Practical or hands-on activities | CB10 CT05 | 0.2 | 5 | Y | N | Debates, forums and other interactive activities. Presentation of conclusions in class. Peer assessment and self-assessment. | |
Analysis of articles and reviews [OFF-SITE] | Reading and Analysis of Reviews and Articles | CG01 | 0.8 | 20 | Y | N | Reading of academic papers and other documents to prepare the assessment activities and to develop other formative activities for the subject. | |
Other on-site activities [ON-SITE] | Practical or hands-on activities | CB10 CT03 | 0.56 | 14 | Y | N | Practical activities and case study in class | |
Writing of reports or projects [OFF-SITE] | Guided or supervised work | CB10 CG01 CT03 CT05 | 2 | 50 | Y | N | Topics preparation, research and study. | |
Progress test [ON-SITE] | Assessment tests | CG01 | 0.12 | 3 | Y | Y | Final test. To pass this activity, the student will need a minimum grade of 4 out of 10 (40%). | |
Total: | 6 | 150 | ||||||
Total credits of in-class work: 2.4 | Total class time hours: 60 | |||||||
Total credits of out of class work: 3.6 | Total hours of out of class work: 90 |
As: Assessable training activity Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).
Evaluation System | Continuous assessment | Non-continuous evaluation * | Description |
Progress Tests | 30.00% | 30.00% | Assessment tests. To pass this activity, the student will need a minimum grade of 4 out of 10 (40%). Recoverable. |
Assessment of active participation | 15.00% | 15.00% | Delivery of reflections on the contents of the course, which will be proposed by the teaching staff, indicating the timetable for delivery during the development of the sessions. Not recoverable. |
Oral presentations assessment | 30.00% | 30.00% | Presentation of the work developed with the orientations from the teaching staff on the contents of the course. To pass this activity, the student will need a minimum grade of 4 out of 10 (40%). Recoverable individually. |
Theoretical papers assessment | 25.00% | 25.00% | Assessment of the work carried out in groups, on the topics set out by the lecturers of the subject. Recoverable individually. |
Total: | 100.00% | 100.00% |
Not related to the syllabus/contents | |
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Hours | hours |
Unit 1 (de 5): Bilingual and plurilingual education. | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 4 |
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 4 |
Other on-site activities [PRESENCIAL][Practical or hands-on activities] | 4 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Teaching period: October |
Unit 2 (de 5): Legal framework, plans and programmes. | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 4 |
In-class Debates and forums [PRESENCIAL][Practical or hands-on activities] | 1 |
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 4 |
Other on-site activities [PRESENCIAL][Practical or hands-on activities] | 4 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Teaching period: October-November |
Unit 3 (de 5): Methods, approaches, strategies and resources for bilingual/plurilingual education | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 4 |
In-class Debates and forums [PRESENCIAL][Practical or hands-on activities] | 2 |
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 4 |
Other on-site activities [PRESENCIAL][Practical or hands-on activities] | 2 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Teaching period: November-December |
Unit 4 (de 5): Bilingual/Plurilingual school management and organization. | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Project or Topic Presentations [PRESENCIAL][Individual presentation of projects and reports] | 4 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 4 |
In-class Debates and forums [PRESENCIAL][Practical or hands-on activities] | 2 |
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 4 |
Other on-site activities [PRESENCIAL][Practical or hands-on activities] | 2 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Teaching period: November-December |
Unit 5 (de 5): From theory to practice: CLIL lesson planning, activities and tasks | |
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Activities | Hours |
Class Attendance (theory) [PRESENCIAL][Lectures] | 6 |
Project or Topic Presentations [PRESENCIAL][Individual presentation of projects and reports] | 4 |
Study and Exam Preparation [AUTÓNOMA][Self-study] | 4 |
Analysis of articles and reviews [AUTÓNOMA][Reading and Analysis of Reviews and Articles] | 4 |
Other on-site activities [PRESENCIAL][Practical or hands-on activities] | 2 |
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] | 10 |
Progress test [PRESENCIAL][Assessment tests] | 3 |
Teaching period: December-January |
Global activity | |
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Activities | hours |
Author(s) | Title | Book/Journal | Citv | Publishing house | ISBN | Year | Description | Link | Catálogo biblioteca |
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Arias & U. Casanova (Eds.) | Bilingual education: Politics, practice, and research | University of Chicago Press. | 1993 | ||||||
Ball, P. Kelly, K. & Clegg, J. | Putting CLIL into Practice | Oxford | 2015 | ||||||
Berger, K.S | Developing Person Through Chidhood and Adolescence | Macmillan Higher Education | 2020 | ||||||
Coyle, D. | Listening to learners: An investigation into `successful learning¿ across CLIL contexts. | International Journal of Bilingual Education and Bilingualism, 16(13), 244¿266 . | 2013 | doi:10.1080/13670050.2013.777384 | |||||
Cummins, J. | Language ,power, and pedagogy: Bilingual children in the crossfire. | Multilingual Matters Ltd. | 2000 | ||||||
De Groot, A. M. | Language and cognition in bilinguals and multilinguals: An introduction. | Psychology Press | 2011 | ||||||
De Groot, A. M. | Language and cognition in bilinguals and multilinguals: An introduction. | Psychology Press | 2011 | ||||||
Dobson, A., Pérez Murillo, M. D., & Johnstone, R. | Bilingual education program in Spain: Evaluation report | MEC-British Council. | 2010 | http://www.mecd.gob.es/dctm/ministerio/educacion/que-estudiar/ensenanzas-idiomas/centros-bilingues/pebinformedela-evaluacion.pdf?documentId=0901e72b80d8abc9. | |||||
Fabbro, F. | The neurolinguistics of bilingualism: An introduction. | Psychology Press. | 2013 | ||||||
Frederickson, N., Miller, A., Cline, T., Cline, T., Gulliford, A., Birch, S. | Educational Psychology | Taylor and Francis | 2015 | https://www.perlego.com/book/1323742/educational-psychology-pdf | |||||
García O., Lin A., May S. (eds) | Bilingual and Multilingual Education. Encyclopedia of Language and Education | Springer | 2017 | ||||||
García, O. | Bilingual education in the 21st century: A global perspective. | Blackwell | 2011 | ||||||
Grosjean, F. | Neurolinguists, beware! The bilingual is not two monolinguals in one person | Brain and Language, 36(1), 3¿15 | 1989 | doi:10.1016/0093-934X(89)90048-5 | |||||
Gómez, M. E. & Huertas, C. | Educación bilingüe: perspectivas desde el sistema educativo español. | Fundación Pública Andaluza Centro de Estudios Andaluces | 2020 | ||||||
Merisuo-Storm, T. | Pupils¿attitudes towards foreign-language learning and the development of literacy skills in bilingual education. | Teacher & Teacher Education, 23, 226¿235. | 2007 | doi:10.1016/j.tate.2006.04.024 | |||||
Merisuo-Storm, T. | Pupils¿ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. | Teacher & Teacher Education, 23, 226¿235. | 2007 | doi:10.1016/j.tate.2006.04.024 | |||||
Ortega-Martín, J.L. Hughes, S.P. & Madrid, D | Influencia de la política educativa de centro en la enseñanza bilingüe en España. | Ministerio de Educación, Cultura y Deporte y British Council. | 2018 | https://sede.educacion.gob.es/publiventa/influencia-de-la-politica-educativa-de-centro-en-la-ensenanza-bilinge-en-espana/ensenanza-lenguas-espana/22358 | |||||
Pe¿rez, M. L. | Are teachers ready for CLIL? Evidence from a European Study. | European Journal of Teacher Education, 39(2), 202¿221. | 2016 | doi:10.1080/02619768.2016.1138104 | |||||
Sepešiová, M | CLIL lesson planning | CLIL in Foreign Language Education | Constantine the Philosopher University in Nitra, Slovakia | 2015 | https://doi.org/10.17846/CLIL.2015.131-152 |