Introduction to language didactics

General Foundation

The course is also offered to exchange programme students.

Course Description The course offers an introduction to language teaching methods, which have been historically developed and used in different parts of the world. Therefore it is considered particularly important as it provides a basic background to those students wishing to follow a career in language education. In this light, the course effectively combines with the modules related to the theories of second language acquisition, technology in language education and language testing. It complements a large chunk on the discussion related to language education. The course initially provides an analytical approach to most theories, methods or approaches developed historically in language education; from the grammar translation method, the direct method, the communicative approach to more recent viewpoints related to task based learning, multiple intelligences and activity theory. In addition, the course presents relevant learning theories, such as the theories of Piaget or Bruner, Constructivism, etc. Finally, it offers a comparative analysis between the foreign language teaching methods developed from 1960s and the theories of learning. Teaching and learning delivery strategies of course development Students are offered four different approaches to complete the course, leading to four different methods of evaluation (see below): 1. Traditional mode. The students attend a series of lectures, a seminar and a workshop on different topics related to the theme. In addition, there are periods of autonomous learning for preparation on the topics before the seminar or the workshop, which require active participation by the student. The seminar is offered by colleagues from the same school, university, or from another university - via live face to face classes or through SKYPE, either through videotaped lessons sent by international scholars or though video selected from UTUBE, or finally, by invited experts from the private sector. The workshop works with the active participation of students and it is organized after autonomous study by the students in a prearranged topic. Students studying independently (or in groups – in the form of communities of practice) and arrive at conclusions which are later presented and discussed in the classroom. Finally, in these workshops experts on the subject, academics or individuals from the private sector are invited, for live or distance collaboration. The course evolves over a period of 13 weeks with 3-hour lessons per week, a total of 39 hours: a) theory 12 hours, b) class work for decoding printed and electronic teaching materials, 3 hours, c) autonomous learning, 12 hours, d) seminars or workshops, 3 hours, e) quiz, 9 hours and f) course introduction and exam information, 6 hours. Additionally 26 hours for student counseling are offered during the course through tutorials. Classes are held every Thursday 18:00 to 21:00 in room 15 in the basement of the Old Philosophy Building. The consulting hours are offered between 09.00 and 11.00 or from 13.00 to 15.00 every Tuesday and Thursday respectively, either face to face or via SKYPE or after other arragnements between the teacher and the students. 2. Autonomous learning or supervised study. Those students who select this approach need to study the learning material autonomously and come in face to face or through SKYPE contact with the instructor every week (tutorials), individually or in groups of up to four people. Also, they are invited to attend via SKYPE seminars which are offered during the course. Monitoring of their work can be performed via an external partner, expert on the subject, or the course instructor. This option is designed primarily for students who cannot access the university premises due to some disability or heavy work schedule. 3. Independent primary empirical research. The students who select this approach study the material offered (by secondary research) related to the issue they wish to deal with and then investigate a hypothesis. They are in constant contact with the instructor face to face or via SKYPE. This approach is offered as an option to students who teach large groups of pupils in state or private schools. The completed study is presented at the end of the semester to the instructor and is submitted for presentation at international conferences and publication in scientific journals. Also, these students are invited to attend via SKYPE seminars offered during the course. 4. Independent secondary research. The student approaches a subject through secondary research, studying the views of other researchers on the issue. His/her study results in solid conclusions on the topic. During the semester there is continuous face to face or via SKYPE contact with the instructor. Also, these students are invited to attend the via SKYPE seminars offered during the course. The above options are not associated with the cognitive abilities of the students or their general skills (which I'm sure they would be sufficient for any work) but based on existing knowledge on the subject, their motivation and their personal obligations during the course. The ultimate goal is to support students for successful completion of the module with the largest scientific benefits for them. Finally, discussions via SKYPE are recorded and sent to students at the end of the conversation as supporting material for their learning. Course aims and objectives and learning outcomes The course aims to equip future teachers of foreign languages with the necessary background in order to be able to decode and understand the design of units in textbooks constructed to teach foreign languages and thus become high quality language teachers. The main objective of the course is for future teachers to understand the different methodological approaches developed in language education and how that influenced teaching practice. In particular, emphasis is placed on: • developing awareness in language teaching • opening new paths and increasing the options that a language teacher could use • developing relevant vocabulary in the profession through Communities of Practice • challenging teaching stereotypes and maintaining vigor in teaching profession • updating new techniques in order to better address problems in a language classroom • decoding books and software • selecting a method or change it, in relation to the results and attitude of students • proceeding with a selective approach to teaching, ie not religious adherence to a method but selection of ideas, strategies and actions from different methods. • finding materials to solve problems in the classroom At the end of the course students should be able to: • Evaluate course books before they adopt them for use in the classroom by making use the evaluation tools they were taught during the course • Decode course books through the step approach offered in classroom. • Integrate course books and course materials in their teaching with the criteria presented in class. • Select an appropriate, to the situation, method by making use the overall knowledge in language didactics analysed in class. • Correct student errors in harmony with the method they selected to teach in class. • Preserve their role according to the method they selected to teach. • Become aware of the differences and similarities of the methods developed over the years by comparing those with the framework presented in class.

Course Outline / Syllabus The course is divided into 3 sections or cycles. In each section different themes are discussed: The first section contains two lessons devoted to introduce the module at the beginning of the semester and the final class related to the final exams at the end of the semester. The second section provides an initial discussion on terminology and traditional and modern teaching methods. The third section is devoted to learning theories and to compare methods of teaching and learning theories. The second and third section, form the core of the course, with lectures on cognitive aspects, class work, seminars and practice. In his lectures the instructor presents and discusses issues related to the subject while in the workshops and the seminar the students are actively involved, having been prepared on the issue by autonomous learning. During the semester there are four lectures, three weeks autonomous learning, one seminar, three quizzes, and two classes dedicated to course information and the final examinations.

Language Education, Teaching methods, Learning theories

14-07-2015