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NEW BOOK: Applied Linguistics Perspectives on CLIL | Edited by Ana Llinares and Tom Morton

ALP-CLIL book perspectiveApplied Linguistics Perspectives on CLIL

Edited by Ana Llinares and Tom Morton
Autonomous University of Madrid / Birkbeck, University of London

This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.

LECTURE: Tarja Nikula, “On the emergence of subject-specific language use in CLIL classroom interaction”

Room 312 VI-BIS, Facultad de Filosofía y Letras
Wednesday January 25, 2017, 5pm

Dr. Tarja Nikula (University of Jyväskylä) will give a lecture “On the emergence of subject-specific language use in CLIL classroom interaction

 

8th Content and Language Integrated Learning (CLIL) Research Seminar

UNIVERSIDAD AUTÓNOMA DE MADRID
Room 312 VI-BIS, Facultad de Filosofía y Letras
Wednesday January 25, 2017, 5pm

After a brief introduction to research carried out by the UAM-CLIL Research Group, an invited lecture and workshop by Dr. Tarja Nikula will open this seminar. In the second part of the seminar, PhD students working on CLIL contexts will present their research and MULAI students from the CLIL courses will be able to discuss their own research and proposals and receive feedback.

17:00-17:15
Opening address
Dr. Ana Llinares

17:15-18:45
Invited lecture
Dr. Tarja Nikula, University of Jyväskylä
“On the emergence of subject-specific language use in CLIL classroom interaction” 

18.45-19:15
Coffee Break

Ph.D. Student Presentations:

19:15-19:45
Amanda Pastrana, Universidad Autónoma de Madrid
“Language use and knowledge construction in CLIL classrooms: Underpinning content and language integration”

19:45-20:15
Thuy-Thi Nguyen, Universidad Autónoma de Madrid
“Corrective Feedback across the primary CLIL contexts: Vietnam and Spain”

20:15-20:30
Discussion of class projects, questions…
Students from the MULAI will be invited to present and discuss an outline of their course projects with the speakers

LECTURE: Christiane Dalton-Puffer, “Cognitive Discourse Functions in CLIL”

Room 312 VI-BIS, Facultad de Filosofía y Letras (UAM)
Friday November 11, 2016, 18:30-20:30

Cognitive Discourse Functions in classroom interaction: first insights from Austrian CLIL lessons

Dr. Christiane Dalton-Puffer
Professor English Department
University of Vienna

The seminar will introduce the notion of cognitive discourse functions as a conceptual model which aims at enabling a bridging discourse between subject and language educators. Such a joint conversation which can make reference to shared concepts is necessary if the difficult task of integrating language and content pedagogy is to be realized in CLIL classrooms (or any other classrooms where the language of instruction has become an ‘issue’).

In the first part, I will introduce my proposal for a construct of cognitive discourse functions (Dalton-Puffer 2013), explaining its theoretical foundations in education and applied linguistics and sharing insights from a number of exploratory studies conducted by graduate students at Vienna University. In the second part participants will be invited to explore CLIL classroom data through the lens of CDFs themselves.

7th Content and Language Integrated Learning (CLIL) Research Seminar

Room 312 VI-BIS, Facultad de Filosofía y Letras (UAM)
Friday November 11, 2016, 18:30-20:30

Cognitive Discourse Functions in classroom interaction: first insights from Austrian CLIL lessons

Dr. Christiane Dalton-Puffer
Professor English Department
University of Vienna

The seminar will introduce the notion of cognitive discourse functions as a conceptual model which aims at enabling a bridging discourse between subject and language educators. Such a joint conversation which can make reference to shared concepts is necessary if the difficult task of integrating language and content pedagogy is to be realized in CLIL classrooms (or any other classrooms where the language of instruction has become an ‘issue’).

In the first part, I will introduce my proposal for a construct of cognitive discourse functions (Dalton-Puffer 2013), explaining its theoretical foundations in education and applied linguistics and sharing insights from a number of exploratory studies conducted by graduate students at Vienna University. In the second part participants will be invited to explore CLIL classroom data through the lens of CDFs themselves.

LECTURE: Makoto Ikeda, “CLIL as an educational platform for innovative language pedagogies”

UNIVERSIDAD AUTÓNOMA DE MADRID
Sala de Juntas, Decanato Fac. Formación Profesorado
Friday, March 11, 2016, 9:00-­14:00

Makoto Ikeda
“CLIL as an educational platform for innovative language pedagogies”

One of the conspicuous features of CLIL (Content and Language Integrated Learning) is its flexibility in adding useful principles and pedagogies to its repertoire to enhance students’ conceptual, linguistic, cognitive and interpersonal competencies. Based on this view of CLIL, I have trained Japanese primary, secondary and tertiary teachers in existing and emerging CLIL teaching skills through my books and professional development courses. In this interactive and hands-on workshop, I would like to share some of my training materials and tasks with participants, who will receive both theoretical input and practical ideas in such possible additions to the CLIL classroom as procedural content knowledge and translanguaging.

The lecture is organized within the Seminar in English Language Teaching and Learning (2016).

SEMINAR in English Language Teaching and Learning

UNIVERSIDAD AUTÓNOMA DE MADRID
Sala de Juntas, Decanato Fac. Formación Profesorado
Friday, March 11, 2016, 9:00-­14:00

This seminar will include two invited workshops by Makoto Ikeda (Sophia University, Japan) and Jim Lawley (UNED) on different aspects of English language teaching and learning. The seminar will also include the participation of a student from a previous edition of the master, who will present her work on her master dissertation.

9:00-­‐11:00
Dr. Makoto Ikeda, Sophia University, Japan
CLIL as an educational platform for innovative language pedagogies

11:00-­‐11:30
Coffee Break

11:30-­‐13:30
Dr. Jim Lawley, UNED
What should I teach and How should I teach it?

13:30-­‐13:45
Sonia Martín Vozmediano, UAM
Higher-­order thinking skills and English language learning in bilingual secondary schools

13:45-­‐14:00
Final discussion and questions.

 

 

LECTURE: The Interactionist Approach and Task-based learning in EFL and CLIL settings | María del Pilar García Mayo

DATE: Wednesday 17 February 2016
TIME: 17:00
PLACE: Facultad de Filosofía y Letras. 312 – Módulo VI-bis

The Interactionist Approach and Task-based learning in EFL and CLIL settings

María del Pilar García Mayo
Universidad del País Vasco (UPV/EHU)

How to make language meaningful in a foreign language setting where the target language is not the native language of the local population and where access to input is basically restricted to the classroom is quite a challenge. As mentioned in recent overviews on the topic (Shehadeh, 2012), although there have been governmental efforts to support learner-centered instruction, traditional language-centered and teacher-centered instruction is still documented in many foreign language settings.

In this talk I will present work carried out from the perspective of the Interactionist Hypothesis (Long, 1996; Pica, 2013). I will consider the importance of tasks for language learning and review work carried out in both EFL and CLIL settings, with adult and young learners engaged in interaction while completing communicative tasks in English, their foreign language. It will be shown how communicative, goal-oriented, meaning-based and age-appropriate tasks lead to not only learner engagement but also to focus on formal aspects of language without teacher intervention. Arguments for more empirical work in foreign language settings will be made as that type of research is crucial for stakeholders to make informed decisions for curriculum design and classroom practice.

The lecture is organized within the 6th Content and Language Integrated Learning (CLIL) Research Seminar (2016).

6th Content and Language Integrated Learning (CLIL) Research Seminar

UNIVERSIDAD AUTÓNOMA DE MADRID
Room 312 VI-BIS, Facultad de Filosofía y Letras
Wednesday February 17, 2016, 5pm

After a brief introduction to research carried out by the UAM-CLIL Research Group, an invited lecture and workshop by Dr. María del Pilar García Mayo will open this seminar. In the second part of the seminar, PhD students working on CLIL contexts will present their research and MULAI students from the CLIL courses will be able to discuss their own research and proposals and receive feedback.

17:00-17:15
Opening address
Dr. Ana Llinares & Dr. Rachel Whittaker

17:15-18:45
Invited lecture & workshop
Dr. María del Pilar García Mayo, Universidad del País Vasco (UPV/EHU)
“The Interactionist Approach and Task-based learning in EFL and CLIL settings”

18.45-19:15
Coffee Break

Ph.D. Student Presentations:

19:15-19:30
Amanda Pastrana, Universidad Autónoma de Madrid
“Language use and knowledge construction in CLIL classrooms: underpinning content and language integration”

19:30-19:45
Elisa Hidalgo, Universidad Autónoma de Madrid
“Student trajectories in the transition to bilingual education at the secondary level: a study of hierarchisation processes among programs”

19:45-20:00
Thomas Somers, Universidad Autónoma de Madrid
“Interaction (and Language Learning) in CLIL: Practice in search of a Theory”

20:00-20:30
Discussion of class projects, questions…
Students from the MULAI will be invited to present and discuss an outline of their course projects with the speakers

 

LECTURE: Tom Morton, “Integrating assessment in CLIL”

Módulo VI-bis – 312
Monday November 16, 2015, 17:00-18:30.

Integrating assessment in CLIL

Thomas Morton,
Birkbeck, University of London, UK

This seminar aims to raise awareness of the need to not only integrate content and language in CLIL, but to also integrate assessment, with ‘constructive alignment’ (Biggs & Tang 2011) between intended learning outcomes, teaching and learning activities, and assessment tasks. A framework for a genre-based approach to integrating assessment in CLIL will be introduced (Llinares, Morton & Whittaker 2012). Participants will also be introduced to procedures for designing CLIL units in which assessment is fully integrated, based on principles of ‘Backward Design’ (Wiggins & McTighe 2005). The importance for CLIL of using a wide range of authentic assessment methods will be highlighted, and there will be a focus on ‘assessment for learning’ (Black & Wilian 1998), particularly on how it can be integrated into everyday teaching practices, including the micro-level of classroom interaction. Participants will have the opportunity to evaluate and try out the ideas presented using practical examples.

The lecture is organized within the 5th Content and Language Integrated Learning (CLIL) Research Seminar.