Description and contextualization of the subject

INTRODUCTION

In this subject, the teaching-learning processes typical of the integrated curriculum are analyzed, for example, those typical of the CLIL model (Content and Language Integrated Learning) or the trilingual model of the Basque Government. The analysis covers the theoretical approach, experiences and bases for research.

The three axes of the subject are the integrated language curriculum based on the principles of threshold, interdependence, transfer, common underlying competence; the design of the integrated curriculum; and interculturalism and language from the perspective of the integrated curriculum.

Ordinary call: orientations and renunciation

EVALUATION IN THE ORDINARY CALL.

There are two modalities: continuous evaluation and final exam.

Students who choose continuous assessment:

• Task 1 (35%). Specific deliverables of the learning activities covered in class: e.g. short essays, summaries and exercises. For the creation of these deliverables, active, reflective and critical participation in the subject tasks is needed. They can be prepared individually or in pairs.

• Task 2 (30%) Written application work and oral presentation of this work, with the help of Power Point or similar. The work will consist of the creation of a multilingual teaching unit, a multilingual intervention program or a Center Linguistic Project.

• Task 3. Final exam (35%): individual, written reflection, in an open or essay format, with the help of materials, on issues covered in the course.



Taking as reference what is laid out in the UPV/EHU Student Assessment Regulations (see Article 8), the student has the right to renounce the continuous assessment system. People interested in this will ask the teacher for the existing template for this purpose and deliver it within the deadlines and terms established in the aforementioned regulations. If so, these will be blocks that will be taken into account and the weight that corresponds to each one.



Students who choose the final exam will have the option of being evaluated through a final test (100%), or if they choose to do so, through the following tasks:



• Task 1 (35%). Review of 3 scientific articles, agreed with the teacher.

• Task 2 (30%). Preparation of a multilingual teaching unit, a multilingual intervention program or a Center Linguistic Project (see annexes).

• Task 3 (35%) Final exam: individual, written reflection, in an open or essay format, with the help of materials, on issues covered in the course.



If the ordinary call is waived, in face-to-face or non-face-to-face mode, the teacher must be notified before week 9 of the course.



Regardless of the assessment system that the students choose (continuous or final exam) and the call they are in (ordinary or resits):

* To carry out the correction of the exam-test activities, a minimum standard is required in relation to oral and written expression (presentation, format, grammar correction and so on) correctly citing the sources of information used and maintaining a respectful attitude.

* The UPV/EHU protocol on academic ethics and prevention of dishonest or fraudulent practices in the assessment tests and in academic work will be taken as a reference for action.

* Failure to take the exam will lead to the grade of “not presented” (see article 12 of the UPV-EHU Student Assessment Regulations).

*Examination is expected to be face-to-face, but if the sanitary situation requires it, classes and exams can be carried out online using the resources of e-Gela, Blackboard Collaborate and email.

Extraordinary call: orientations and renunciation

EVALUATION. RESITS

If the student does not pass the ordinary exams, they will have to participate in the resits. The grades of the blocks passed in the ordinary exam will be saved for the resit, as long as the student does not request the teacher otherwise, in writing and before the results of the ordinary call are published.

If the resit is not passed, the marks of the passed blocks will not be saved for the following academic years.

Temary

SYLLABUS

UNIT 1: INTEGRATED LANGUAGE CURRICULUM. 1.1. The languages in the curriculum. 1.2. Some concepts and definitions. 1.3. Some principles: threshold, interdependence, transfer, common underlying competition. 1.4. The construction of the integrated curriculum. 1.5. Curricular models and experiences. 1.6. Conclusions.



UNIT 2: INTEGRATED CURRICULUM DESIGN. 2.1. Analysis of institutional linguistic objectives. 2.2. Intervention principles. 2.3. Design of objectives and competences for the Integrated Curriculum. 2.4. Coordinated and integrated content organization. 2.5. Methodology and activities. 2.6. Evaluation of the Integrated Curriculum. 2.7. Curriculum and diversity.



UNIT 3: INTERCULTURALITY, LANGUAGE AND CURRICULUM. 3.1. Society, culture and group. 3.2. Multiculturalism, culture and language. 3.3. A look at our environment.

Bibliography

Compulsory materials

MATERIALS



Syllabus, basic bibliography and class materials. The E-Gela platform will be used to provide as much material as possible.

Basic bibliography

Baker, Colin, and Wright, Wayne E. (2017). Foundations of Bilingual Education and Bilingualism. 6th Edition , edited by Colin Baker and Wayne Wright.Bristol. Mutilingual Matters, pp 157-170.

Cenoz, J. (2009). Towards Multilingual Education. Basque Educational Research from an International Perspective. Bristol (UK): Multilingual Matters.

Coyle, D.; Hood, P. & Marsh, D. (2010). CLIL Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Cummins, J. (1993). “Interdependencia lingüística y desarrollo educativo en los niños bilingües”. Infancia y aprendizaje, 21: 37-61.

Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins.

Hamers, J.F. and Blanc, M.H.A. (2000). Bilinguality and bilingualism (2nd edn). Cambridge: Cambridge University Press.

Lasagabaster, D. and García, O. (2014). Translanguaging: towards a dynamic model of bilingualism at school. Cultura y Educación, 26:3, 557-572.

In-depth bibliography

Azurmendi, M.J. and Martínez de Luna, I. (eds.) (2006). The Case of Basque: Past, Present and Future. Andoain: Soziolinguistika klusterra.



Eurydice (2006). Aprendizaje Integrado de Contenidos y Lenguas (AICLE) en el contexto escolar europeo. Bruselas: Comisión Europea (Dirección General de Educación y Cultura). Disponible en internet: http://www.eurydice.org



Fishman, J.A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters.



Hoffmann, C.. and Ytsma, J. (eds.) (2004). Trilingualism in family, School and Community. Clevedon: Multilingual Matters.



Lasagabaster, D. and Ruiz de Zarobe, Y. (2010). CLIL in Spain. Implementation, Results and Teacher Training. Newcastle: Cambridge Scholars Publishing.



Oroz, N. and Sotés, P. (2008). Bilingual education in Navarre: Achievements and challenges. Language, Culture and Curriculum, 21: 21-38.



Roman Etxebarrieta, Gorka, Pérez-Izaguirre, Elizabeth, and Langarika-Rocafort, Argia. (2020). Teaching Minority Languages in Multiethnic and Multilingual Environments: Teachers’ Perceptions of Students’ Attitudes toward the Teaching of Basque in Compulsory Education. Education Sciences 10(25): 1-19. doi:10.3390/educsci10020025.



Ruiz de Zarobe, Y. and Jiménez Catalán, R.M. (eds.) (2009). Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters.

Links

CUNY-NYS Initiative on Emergent Bilinguals (Institute of Ofelia Garcia)



A project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education funded by the New York State Education Department.



http://www.nysieb.ws.gc.cuny.edu/



• European Commission



http://ec.europa.eu/education/index_en.htm



• Eustat - Instituto Vasco de Estadística



www.eustat.es



• Instituto Vasco de Evaluación e Investigación educativas (ISEI-IVEI)



www.isei-ivei.net



• IEN - Instituto de Estadística de Navarra



http://www.navarra.es/home_es/Gobierno+de+Navarra/Organigrama/Los+departamentos/Economia+y+Hacienda/Organigrama/Estructura+Organica/Instituto+Estadistica/



• Eurydice. Information on Education Systems and Policies in Europe



http://eacea.ec.europa.eu/education/eurydice/index_en.php



• Instituto Nacional de Estadística



www.ine.es



• Network to Promote Linguistic Diversity



www.npld.eu



• Sustainable Development in a Diverse World



www.susdiv.org