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Teaching lower-secondary school subjects through English

Do you have a good ear for languages and a strong desire to teach non-language subjects in English in your upcoming teaching profession? Then this module is tailor-made for you.

For students in: Teacher Education
ECTS: 10
At: Campus Carlsberg, Copenhagen
Language: English
Period: Spring and autumn

The goal of this module is to assist the student in developing the competences that are necessary for conducting English-medium instruction in the upper-primary and lower-secondary school system . The module gives the student the opportunity to both supplement his/her existing or emerging subject teaching competence with knowledge of foreign language pedagogy and further develop his/her own English language proficiency.

The module equips the student to teach not only at English-medium international schools but also at any public or private school that offers English-medium instruction, whether it be in the form of an international programme, selected school subjects or lengthier mono- or interdisciplinary theme-based teaching sequences.

The departure point for the module is CLIL (Content and Language Integrated Learning), a teaching approach that aims to integrate content learning and language learning. The module’s main foci are teaching techniques and learning activities that support and facilitate the development of language relevant to subject content.

This module addresses the following questions:

  • What characterizes a teaching approach that strives to achieve a balanced integration of both content learning and language learning?
  • What role does language play in school content subjects?
  • How are language learning goals established in relation to subject content?
  • Which language scaffolding teaching techniques can be used to make subject content more tangible and comprehensible?
  • Which teaching techniques and/or learning activities can be used to direct pupils’ attention to the specific elements of the target language that are a prerequisite for processing, learning and communicating about the content of a school subject?
  • How are established language learning goals formatively assessed?

The module targets:

  • the language skills of listening, conversation, extended talk, reading and writing in relation to subject content
  • subject-specific language development in relation to the pupils’ language needs, interests and abilities
  • language and content aims and assessment in content subject teaching
  • identification of the elements of the target language that are a prerequisite for the teacher’s organization and management of content learning
  • identification of the elements of the target language that are a prerequisite for the pupils’ processing and learning of, as well as communication about subject content
  • techniques that draw attention to subject-specific language, including technical and academic vocabulary
  • learning activities that stimulate language awareness and support language development with respect to subject content
  • learning activities that support the processing and comprehension of subject content, including subject-specific texts
  • learning activities that stimulate the production of language output and the learning of subject content
  • interplay among language view, language learning view and content learning view as well as didactic planning based on current national and international provisions, including EU’s  guidelines for CLIL

With a departure point in the above-mentioned content areas, the module also aims to facilitate the student’s own language awareness and development.