Prerequisite course for this course is: EL617E English and Education: Sociolinguistics

Students will develop their theoretical thinking on content and language integrated learning.

The course focuses on content and language integrated work and its theoretical grounding and practical applications from an upper secondary school perspective. Emphasis is placed on how language development in upper secondary schools largely concerns pupils’ development of a genre-related breadth in conversation, speech, reading, listening and writing. The course addresses the importance of an academic vocabulary in the selection of texts and assignments.

On completing the module, students will be able to:

The course includes various learning activities such as seminars, lectures, independent study and group work.

Assessment is conducted in two parts:

Exam 1: Written Pedagogical Plan, 4 credits, in which learning outcomes 1 and 2 are assessed.

Exam 2: Oral presentation (Paper Presentation), 3.5 credits, in which learning outcomes 3 and 4 are assessed.

Grading criteria for the course are announced by the course coordinator at the start of the course.

The basis for all assessments must be such that individual performance can be distinguished.

Gibbons, Pauline (2009). English learners: Academic literacy and thinking. Portsmouth: Heinemann (192 s).

Olsson, Eva (2015). Progress in English academic vocabulary use in writing among CLIL and non-CLIL students in Sweden. Moderna språk 2, 51–74.

Research articles on CLIL and word learning, of approximately 400 pages.

Malmö University provides students who participate in, or who have completed a course, with the opportunity to express their opinions and describe their experiences of the course by completing a course evaluation administered by the University. The University will compile and summarise the results of course evaluations. The University will also inform participants of the results and any decisions relating to measures taken in response to the course evaluations. The results will be made available to the students (HF 1:14).

If a course is no longer offered, or has undergone significant changes, the students must be offered two opportunities for re-examination based on the syllabus that applied at the time of registration, for a period of one year after the changes have been implemented.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the exam in a different format. The syllabus is a translation of a Swedish source text.