Educational Linguistics

Informationen zur Lehrveranstaltung
TitelΕκπαιδευτική Γλωσσολογία / Educational Linguistics
CodeΕΔΞΓ 564
FakultätPhilosophische
Cycle / Level2. Magisterstudiengang
SemesterWinter/Sommer
CommonNein
StatusAktiv
Course ID600016505

Studienplan: PMS THEŌRĪTIKĪS KAI EFARMOSMENĪS GLŌSSOLOGIAS

Registered students: 15
FachrichtungForm des KursbesuchsSemesterJahrECTS
EKMATHĪSĪ KAI DIDASKALIA XENĪS GLŌSSASYPOCΗREŌTIKO2110

Informationen zur Veranstaltung
Akademisches Jahr2018 – 2019
KurslehrdauerSpring
Class ID
600138245
EPIChallenges
  • Ευρωπαϊκές αξίες
Type Of Offer
  • Επιστημονικής Περιοχής
Course Type 2016-2020
  • Wissenschaftlicher Fachbereich
Veranstaltungstyp
  • Persönliche Anwesenheit
Elektronischer Zugang zu Unterrichtsmaterialien
Erasmus
The course is also offered to exchange programme students.
Sprache
  • Englisch (Lehre, Prüfung)
Allgemeine Kompetenzen
  • Anwendung des Wissens in der Praxis
  • Entscheidungsfähigkeit
  • Autonomes Arbeiten
  • Gruppenarbeit
  • Produktion von neuen Forschungsideen
  • Respektieren von Vielfalt und Multikulturalität
  • Kritik und Selbstkritik
  • Förderung des freien, kreativen und induktiven Denkens
Lehrmaterialien
  • Buch
  • Skript
  • Folien
  • Podcast
  • Audio
  • Interaktive Übungen
Einsatz von Informations- und Kommunikationstechnologie
IKT-Nutzung
  • Einsatz von IKT in der Lehre
  • Einsatz von IKT in der Laborausbildung
  • Einsatz von IKT in der Bewertung der Studierenden
Unterrichtsorganisation
ActivitiesArbeitsbelastungECTSEinzelarbeitGruppenarbeitErasmus
Vorlesungen351.3
Laborübung301.1
Rezeption/ Analyse von Texten802.9
Bildungsbesuch und Teilnahme an Tagungen/ Seminaren/ Veranstaltungen150.5
Projekt501.8
Erstellen einer Arbeit / v. Arbeiten602.2
Prüfung50.2
Total27510
Bewertung der Studierenden
Beschreibung des Verfahrens
  • Schriftliche Prüfung mit Multiple-Choice-Fragen (Entwicklung)
  • Schriftliche Prüfung mit kurzen Antworten auf Fragen (Entwicklung)
  • Schriftliche Prüf. mit ausführlichen Antworten auf Fragen (Endnote)
  • Schriftliche Prüfung mit Problemlösung (Endnote)
Empfohlene Bibliographie
Weitere Bibliographie
Baker, C., & Wright, W.E. (2021). Foundations of bilingual education and bilingualism (7th ed.). UK: Multilingual Matters. Bialystok, E. (2018). Bilingual education for young children: review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666-679. https://doi.org/10.1080/13670050.2016.1203859 Bournot-Trites, M., & Denizot, I. (2005). Conscience phonologique en immersion au Canada. In M. Billières, P. Gaillard, & N. Spanghero-Gaillard (Eds.),Colloque international de didactique cognitive: Actes des communications orales et affichées (pp. 26-37). Université de Toulouse Le Mirail, Laboratoire Jacques Lordat, Toulouse, France. Cummins, J. & Swain, M. (1986). Bilingualism in education. Aspects of theory, research and practice. London: Routledge. Curtain, H. (1993). An early start: A resource book for elementary school foreign language. (ED 353849). ERIC Clearinghouse on Languages and Linguistics, Washington, D.C. Office of Educational Research and Improvement (ED), Washington, DC. Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. In W. Delanoy & L. Vokmann (Eds.), Future Perspectives for English Language Teaching (pp.139–157). Carl Winter, Heidelberg. Day, J.M., & Shapson, S. (1996). Studies in immersion education. Clevedon: Multilingual Matters. Fleckenstein, J., Gebauer, S.K., & Möller, M. (2019). Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school. Contemporary Educational Psychology, 56: 228-235. Fortune, W.T., & Tedick, D. J. (Eds.) (2008). Pathways to multilingualism, evolving perspectives on immersion education. Clevedon: Multilingual Matters. Genesee, F., & Jared, D. (2008). Literacy development in early French immersion programs. Canadian Psychology, 49(2), 140-147. https://doi.org/10.1037/0708-5591.49.2.140 Genesee, F., & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3-33. https://doi.org/10.1075/jicb.1.1.02gen Hajer, M. (2000). Creating a language-promoting classroom: content-area teachers at work. In J.K. Hall & L. Stoops Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 265-285). Mahwah N.J. and London: Lawrence Erlbaum Associates. Jappinen, A.K. (2005). Thinking and content learning of Mathematics and Science as cognitional development in Content and Language Integrated Learning (CLIL): Teaching through a foreign language in Finland. Language and Education 19(2), 147-168. Johnson, R.K., & Swain, M. (1997). Immersion education: International perspectives. Cambridge: Cambridge University Press. Krashen, S. (2002). Developing academic language: Early L1 reading and later L2 reading. International Journal of the Sociology of Language, 155/156, 143-151. Maligkoudi, C., A. Dedopoulou & V. Milioti (2022). Examining Indian Students’ bilingual profiles in Greece. Journal of Applied Linguistics 35 (2022) doi: https://doi.org/10.26262/jal.v0i35.9183 Marcos, K. (2001). Why, how, and when should my child learn a second language. (ED 402794). ERIC Elementary and Early Childhood Education Clearinghouse. Marsh, H. W., Hau, K.T., & Kong, C. K. (2002). Multilevel causal ordering of academic self-concept and achievement: Influence of language of instruction (English compared with Chinese) for Hong Kong students. American Educational Research Journal, 39, 727–763. Mattheoudakis, M. (2020). An American and Greek language integrated curriculum for a dual language immersion program: The case of Odyssey Charter School. In F. K. Soumakis & T.G. Zervas (Eds.), Educating Greek Americans. Historical Perspectives and Contemporary Pathways (129-154). Palgrave Macmillan. Mattheoudakis, M., & Alexiou, T. (2017). Sketching the profile of the CLIL instructor in Greece. In N. Sifakis, E. Griva, & A. Deligianni (Eds.), Research Papers in Language Teaching and Learning: Special Issue on CLIL implementation in foreign language contexts: Exploring challenges and perspectives, 8(1), 110-124. http://rpltl.eap.gr Mattheoudakis, M., Alexiou, T., & Ziaka, I. (2018). Shedding light on the impact of CLIL instruction on content learning: Evidence from the Greek context. International Journal of Innovation in Education, 5(2), 92-109. https://doi.org/10.1504/IJIIE.2018.097850 McCarthy, S. (2012). Understanding Bilingual Education 2: Analyzing Types of Bilingual Education Mendez, G.C.M. (2014). A case study on teachers’ insights into their students’ language and cognition development through the Andalusian CLIL programme. Porta Linguarum 22, 23–39. Murphy, V.A. (2014). Second language learning in the early school years: Trends and contexts. Oxford: Oxford University Press. Murphy, V. A., Arndt, H., Briggs Baffoe-Djan, J., Chalmers, H., Macaro, E., Rose, H., Vanderplank, R., & Woore, R. (2020). Foreign language learning and its impact on wider academic outcomes: A rapid evidence assessment. A report commissioned by the Education Endowment Foundation. Nikula, T., & Mård-Miettinen, K. (2014). Language learning in immersion and CLIL classrooms. In J. O. Östman & J. Verschueren (Eds.), Handbook of Pragmatics. Volume 18. (pp. 1-26). John Benjamins Publishing Company. https://doi.org/10.1075/hop.18.lan10 Östman, J.O., & Verschueren, J. (Eds). (2014) Handbook of Pragmatics. Volume 18. John Benjamins Publishing Company. https://doi.org/10.1075/hop.18 Rafferty, E. (1986). Second language study and basic skills in Louisiana. Louisiana State Dept. of Education, Baton Rouge. Office of Research and Development, pp 21. Reeves, J. (1989). Elementary School Foreign Language Programs. CAL Digest. https://www.cal.org/earlylang/progdev/reeves.html Rosenbusch, M. H. (1985). FLES: An important step in the right direction. Hispania, 68(1), 174-176. https://www.jstor.org/stable/341635 Statistics Canada (2022). https://www.statcan.gc.ca Stewart, J.H. (2005). Foreign language study in elementary schools: Benefits and implications for achievement in reading and math. Early Childhood Education Journal, 33(I), 11-16. DOi: 10.1007/s 10643-005-0015-5 The Delaware World-Readiness Standards for Learning Languages (2016). https://www.doe.k12.de.us/cms/lib/DE01922744/Centricity/Domain/139/Delaware%20World- Readiness%20Standards%20for%20Learning%20Languages%20040816.pdf Vollmer, H. J., L. Heine, R. Troschke, D. Coetzee, & Küttel, V. (2006). Subject-specific competence and language use of CLIL learners: The case of geography in grade 10 of secondary schools in Germany. Paper presented at the ESSE8 Conference, London, UK. Walker, E. (2010). Evaluation of a support intervention for senior secondary school English immersion. System, 38(1), 50–62.
Last Update
05-12-2024