Full module title: Content and Language Integrated Learning (CLIL)

Module code: 7TTHE001C Credit level: 7 Length: 1 semester

UK credit value: 20 ECTS value: 10

College and School: SOLTE

Module Leader(s): Rozaliya Ziryanova

Extension: Email: [email protected]

Host course and course leader: MA in Learning and Teaching (with TESOL and ESP pathways)
Elena Volkova
Status: Option

Subject Board: TBA

Pre-requisites: none Co-requisites: none

Study abroad: no

Special features: no

Access restrictions: no
Summary of module content
The module introduces practicing teachers to the theory underpinning the teaching of a content
subject through English and discusses how this dual-focused educational approach can be applied
in classrooms. It aims to provide a solid foundation in key concepts related to teaching methods and
shows how this kind of teaching can be introduced in different types of schools and classrooms. The
module provides an opportunity for participants to reflect on their teaching practice and grow
professionally by participating in in-depth conversations with their colleagues.

Learning outcomes
On completion of the module students will be able to

1. discuss and use CLIL methods to encourage students’ critical and creative thinking;
foster student-centred pedagogies;
2. develop practical classroom skills to teach learners whose mother tongue is not the
medium of instruction; build confidence in using CLIL methods in classrooms and
teaching through a foreign language.

3. generate ready‐to‐use materials and ideas to implement in teaching and promote

open educational resources.

Course outcomes the module contributes to:

Knowledge and understanding
KU1 Apply knowledge and contemporary educational theories to improve set aspects within
the education sector.
KU2 Critique and evaluate patterns, trends and approaches to learning informed by
educational literature.
KU3 Critically evaluate the impact of the broader external and institutional context on the
student learning experience.
KU4 Develop mastery in their professional practice through critical evaluation and reflection.

Specific skills

SS1 Design and undertake appropriate investigations to address areas of theory and
practice in education specific to the context.
SS2 Plan, implement and evaluate enhancements of educational outcomes critically
responding to existing methodologies and practices and suggesting new local or global
approaches.
SS3 Critically appraise teaching and assessment strategies for better student engagement.
SS4 Appraise the effectiveness of learning materials and processes with reference to
current research and developments in the subject/field.

Key transferable skills

Upon completion of the course the student will have developed a number of discipline related
specific transferable skills which a practitioner must have in order to be successful.

KTS1 Group working: students will be able to work effectively within a group both as group
leaders and/or group members, clarify tasks and make appropriate use of group
member’s abilities, negotiate and handle conflict with confidence, and participate
effectively in the peer review process.
KTS2 Problem solving: students will be able to define a problem and the essentials for a
solution, undertake creative and innovative thinking, planning and management, select
appropriate advanced methodological approaches and critically evaluate their
effectiveness, and undertake decision making.
KTS3 Information management: students will be able to critically use a range of
information/data resources, work with data management, and critically evaluate
data/information quality having respect for ownership of information.
KTS4 Self-Evaluation: students will be able to reflect on their own and others functioning;
participate effectively in the peer review process and analyse and identify ways to
improve their practice, and recognise their needs to develop new skills to a high level of
proficiency.
KTS5 Autonomy: students will be independent and self-critical learners, who can act
autonomously in planning and implementing tasks and who will be able to guide the
learning of others.
KTS6 Communication: students can engage confidently in academic and professional
communication with others, communicate effectively with a range of stakeholders, using
a variety of formats, across complex and specialised contexts.

Indicative syllabus content

  The development of CLIL
 CLIL relevance to the teaching profession
 CLIL around the world
 Curricular models in CLIL
 Connecting content learning and language learning
 Classroom interaction
 Evaluating and modifying materials
 Creating materials
 Planning and preparing a unit/lesson
 The main issues for assessment in CLIL

Teaching and learning methods

The module is delivered through a variety of participants-focused tasks via practical classes and
workshops, flipped classes and online activities. Students will have an opportunity to work
collaboratively with other colleagues to share good teaching practices, develop opinions and
ideas. There will be time allocated for participants to design a CLIL lesson. Participants will
reflect on the information received in the module and on the ways they can implement their new
knowledge and skills in their practical activity.

Activity type Category Student learning and

teaching hours
Practical Classes and workshops Scheduled 48
(including online weekly activities)
Total Scheduled 48

Placement Placement
Independent study (e-learning activities) Independent 152
Total student learning and teaching 200
hours

Assessment rationale
The assessment of the module is a 100% individually written course work (CW) addressing all
the learning outcomes. The portfolio of several entries is employed to allow communication of
concrete learning outcomes while also providing a way of assessing students’ progress along
the way. This ensures the reflective approach to teaching and learning and models the
assessment practice that can be further employed in the personal professional context.
Intensive formative feedback will be provided in writing and orally.

Assessment criteria
• a good understanding of key principles of teaching, learning and assessment in CLIL;
• an ability to create quality CLIL materials which would enhance students’ critical and
creative thinking skills;
• sound use of educational literature.

Assessment methods and weightings

Assessment name Weighting Qualifying Assessment type (e.g. essay,

 presentation, open exam or closed
% mark % exam)
Coursework 100% 40% Written Portfolio
Indicative sources

Ball, P. Clegg, J. and Kelly, K. (2015). Putting CLIL into Practice. Oxford: Oxford University
Press.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL. Content and language integrated learning.
Cambridge, UK: Cambridge University Press.

Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2010a). Language use and language learning in
CLIL classrooms. Amsterdam, The Netherlands: John Benjamins.

de Graaff, R., Koopman, G.J., Anikina, Y., & Westhoff, G. (2007). An observation tool for
effective L2 pedagogy in Content and Language Integrated Learning (CLIL). International
Journal of Bilingual Education and Bilingualism, 10(5), 603–624.

Lin, AMY (2016) Language across the curriculum & CLIL in English as an additional language
(EAL) contexts. Singapore, Singapore: Springer.
Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge, UK:

Marsh, D. Frigols, M. Mehisto, P. & Wolff, D. (2010) The European Framework for CLIL
Teacher Education, Graz: European Centre for Modern Languages, Council of Europe.

Mehisto, P., Marsh, D., & Frigols, M.J. (2008). Uncovering CLIL. Oxford, UK: Macmillan.

Indicative Journals

Journal of Teacher Education

Review of Education research
The Journal of Educational Research
Journal of Studies in International Education
The International Journal of Bilingual Education and Bilingualism