1

TEACHING GUIDE TO METHODOLOGY

ECTS
SUBJECT: Metodologa para la enseanza plurilinge y el
6
aprendizaje de lenguas extranjeras
FIELD / MODULE: Capacitacin para la Enseanza en Lengua
6 / 24
Extranjera (Ingls) compulsory subject
ACADEMIC YEAR: 2015-2016
Educational Model: Compulsory
Department: English language
E-mail:
Teacher: Mara del Mar Andreu Gonzlez

mdm.andreu@ucv.es

MODULE ORGANIZATION
_____________________________________________________________________

Capacitacin en lengua extranjera ingls

mdulo obligatorio

6 ECTS

Duration and temporal location within the curriculum: 60 hours

Subjects and Courses
Field / module

ECTS

Subjects
Metodologa para la
enseanza plurilinge y el
aprendizaje de lenguas
extranjeras

Capacitacin en lengua extranjera

(ingls)
Compulsory subjects

24

Evaluacin y desarrollo
profesional docente

Materiales y recursos de la
enseanza plurilinge:
lenguaje y didctica
especfico

Universidad Catlica de Valencia San Vicente Mrtir

ECTS

12

Teaching Guide

TEACHING GUIDE FOR FIELD/SUBJECT: Lengua Inglesa,

Metodologa y Prcticas Formativas
Prerequisites: Intermediate Level in English language
GENERAL GOALS
1. To know the legislative framework for multilingual education in Valencia.
2. To know the multilingual education programs in the Region of Valencia and the planning
tools that schools develop.
3. To plan the teaching and learning process dealing with the linguistic and non-linguistic
contents, according to the administrative educational system in the Region of Valencia,
using English as a communicative vehicle for the language within the school linguistic
project.
4. To develop motivation for learning along the professional teaching life and to establish
collaborative teams and research among the teachers.

GENERAL COMPETENCES

Competence measuring scale

1

C1. Knowing the legislative framework for

multilingual education in Valencia and the
programs that schools develop in the curricular
areas.
C2. The ability to design and plan educational
projects and tools for multilingual environments
in schools.
C3. The ability to design the teaching and
learning process dealing with the linguistic and
non-linguistic contents CLIL, using English as a
communicative vehicle for the language within
the school linguistic project.
C4. Designing, planning and evaluating
teaching and learning processes both
individually and in collaboration with other
teachers and professionals at the educational
centre.
C5. Developing habits and skills for
independent as well as cooperative learning
and promoting them among the teachers.
Establishing collaborative teams and research
among the teachers.
C6. The ability to find, handle and synthesize
bibliographical information and information from

x
x

x
x

Universidad Catlica de Valencia San Vicente Mrtir

databases and other electronic tools, including

the use of internet.
C7. Stimulating and valuing effort,
perseverance and personal discipline in
students.

SPECIFIC COMPETENCES
1

E1. Knowing how to apply the legislative framework for multilingual

education in Valencia and the programs that schools develop in the
curricular areas to the curriculum of the Subjects in Infant, Primary and
Secondary School, Bachillerato and Ciclos Formativos High School.
E2. Designing educational processes, using English as a communicative
vehicle for the language within the school linguistic project.
E3. Applying didactic methods or techniques to teach non-linguistic
contents CLIL (integrated learning content and language), using English
as a communicative vehicle for the language within the school linguistic
project.

E4. Fostering the learning of English through other subjects.

E5. Being acquainted with Information and Communication Technology
as a teaching tool in CLIL (integrated learning content and language).
E6. Developing interest and motivation for learning during professional
life, developing collaborative attitudes in CLIL environments.

LEARNING OUTCOMES

x
x

COMPETENCES

R-1. The students give proof of adequate knowledge of the the

legislative framework for multilingual education

E1

R-2. The students, knowing the school curricula for multilingual

programmes, are capable of designing educational processes,
applying didactic methods or techniques to teach non-linguistic
contents CLIL and assessing content, using English as a
communicative vehicle.

E2, E3

R-3. The students know how to foster the learning of English

through the teaching of other subjects.
R-4. The students manage with technological devices applied
to CLIL (Integrated Learning Content and Language). and the
teaching of ESL (English as a Second Language).
R-5. The students perform with correctness, fluency and
spontaneity that allow them to maintain interaction and to
generate an appropriate learning situation and show interest in
lifelong learning education and collaborative language projects.

Universidad Catlica de Valencia San Vicente Mrtir

E4
E5

E6

Teaching Guide

ON-CAMPUS EDUCATIONAL ACTIVITIES

ACTIVITY

ON-CAMPUS CLASS

PRACTICAL
CLASSES

ASSESSMENT

Teaching-Learning
Methodology

Teacher presentation of contents,

analysis of competences,
explanation and in-class display of
skills, abilities and knowledge.
Instruction and/or orientation carried
out by the tutor for the purpose of
reviewing and discussing the
materials and topics presented in
lesson or unit plans, etc.
Group work sessions supervised by
the course tutor. Applying
interdisciplinary knowledge,
collaborative projects.
Expressing informed opinions based
on previous reading related to the
subject.

Group of oral and/or written

progressive evaluation sessions
used during initial, formative or
additive assessment.
Final assessment piece

Relationship With
Learning Outcomes
for the subject

R1, R2, R3, R4,R5

ECTS
distribution

1.4

R1, R2, R3, R4, R5

1.3

R1, R2, R3, R4, R5

1.3

Total

INDEPENDENT WORK ACTIVITIES

Teaching-Learning
Methodology

Learning Outcomes
Relationship Course

Relationship With
Learning Outcomes
for the subject

ECTS
distribution

Universidad Catlica de Valencia San Vicente Mrtir

INDEPENDENT
WORK

Student study: Individual

preparation of blog, projects,
templates, worksheets, essays,
papers, reports, etc. to be
presented or submitted in
theoretical lectures or practical
presentations.

R1, R2, R3, R4, R5

Total

SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES

AND ASSESSMENT SYSTEM
(for the students who can attend a minimum of 80% of classes)
Assessment Tool

LEARNING OUTCOMES ASSESSED

Allocated
Percentage

Writen exam (unit 1)

Individual

R1, R2, R3, R5, R5

30%

ICTs Mindmap (unit 2)

Individual

R1, R2, R3, R4, R5

30%

Video (unit 3)
Group work

R1, R2, R3, R4, R5

30%

Didactic unit draft (unit 4)

Individual

R1, R2, R3, R5, R5

10%

- Students have to pass all the sections in order to pass the subject.
- Any student who has a problem to attend class on a regular basis must approach
his/her instructor during the first two weeks of classes to present the instructor with
the necessary official documentation proving that s/he cannot come to class regularly.
Only then, can a student follow this non-attending mode. Students on the non-attending
mode will agree with their instructor on a series of follow-up sessions. The instructors will
present students with a schedule of works and projects to be accomplished. Students
will have to comply with all requirements and to pass each and every one of them in
order to pass the course. These students will also take the final exam.
- Criteria for granting a grade of A with honors: There are no grades of A with
honors in Capacitacin en Lengua Extranjera studies.

DESCRIPTION OF CONTENTS
UNIT 1. Knowledge theories supporting CLIL
a. From Bloom to Krashen.
b. Carol Read. C-Wheel and Classroom Management.

Universidad Catlica de Valencia San Vicente Mrtir

Teaching Guide

UNIT 2. CLIL principles

UNIT 3. Legal framework
a. Legal framework
b. Plurilinguism
UNIT 4. Designing a CLIL unit.

REFERENCES (sample)
-

Deller, S & Price, C (2007): Teaching other subjects through English:

Resource Books for teachers. Oxford, Ed. Oxford University Press.

Marsh, D. & Others (2010): CLIL: Content and Language Integrated

Learning. Cambridge, Ed. Cambridge University Press

Mehisto, P. & others (2008) Uncovering CLIL. Oxford: Macmillan.

Read, Carol (2007): 500 Activities for the Primary Classroom. Macmillan
Heinemann.
Further references will be available for each topic

Universidad Catlica de Valencia San Vicente Mrtir