The summer course comprises an introductory session and five content modules delivered over a three-week period.
There will be two live tutor-led interactive workshops each week, as well as a number of engaging asynchronous tasks that you complete in your own time.
We anticipate that most live sessions will be held at around 1pm UK time, but we will also take into account the various time zones of participants and deliver the live workshops at times that are convenient for the majority of participants.
The asynchronous part of your course will allow you and your fellow participants to extend the learning from the live sessions. Typically, this will include follow up quizzes, extra readings and materials. You will also benefit from opportunities to discuss aspects of each session with your peers in pairs and in small groups, allowing you to reflect on how you might tailor the content of each session to your own teaching context.
We expect you to devote at least 5 hours each week to your course. Outside the scheduled live sessions, you can study at times that are most convenient for you.
Class sizes are kept small to maximise interaction between you and your classmates and tutor in the online forums.
During your two weekly live workshops, you will be expected to participate actively in discussions and exchanges with your tutor and fellow participants. You will be encouraged to continue your discussions through additional online interaction throughout your course.
The first day of your course will begin with an introductory session to introduce you to the structure, expectations, and goals of an Oxford Teachers' Academy course. You then follow a series of five modules over three weeks.
Module 1: CLIL theory and practice
- introduction to the concept of CLIL and its different models; SWOT analysis
- CLIL three-way focus: content, linguistic and procedural knowledge
- analysis of sample lesson plans
- demonstration lessons – analysis and discussion
Module 2: Different language dimensions of CLIL
- subject specific grammar and lexis, general academic and peripheral language
- Basic Interpersonal Communicative Skills (BICS)
- Cognitive Academic Language Proficiency (CALP)
- lexical chunking for teaching vocabulary - recognition, retention and production
Module 3: Receptive skills and input
- helping students understand content and conceptual/thematic objectives
- extensive, intensive and selective reading or listening; understanding text structure
- (DARTS) Directed Activities Relating to Texts and principles of critical thinking
- designing, sharing and evaluating activities to improve receptive skills
Module 4: Productive skill and output
- awareness of the range of speaking and writing activities in the CLIL classroom
- support at different levels (from sentence level to longer utterances/ texts)
- Task-based Learning (TBL) a possible mode for teaching productive skills
- dealing with errors
Module 5: Researching, adapting and writing CLIL materials. Course wrap-up
- relationship between didactic materials and underlying learning theories
- useful and less useful sources of CLIL materials; making recommendations
- sharing and evaluating activities and lesson plans
- plans for the future: publishing, sharing, networking etc. Course evaluation