Course Information
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorTriantafyllia Kostouli
Course ID80003711

Programme of Study: Master’s Degree Programme in Education (2013-today)

Registered students: 9
OrientationAttendance TypeSemesterYearECTS
Teaching of Language and LiteratureCompulsory Course belonging to the selected specialization (Compulsory Specialization Course)3210

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Background
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
Learning Outcomes
Students are expected to: • To develop rich and informed understandings of the processes by which literacy and literate identities are constructed in classroom contexts • To be able to use various kinds of methodologies in the process of capturing classroom talk and the functions it serves • To be able to analyze data from classrooms and capture the way oral discursive practices are implicated in the construction of specific social realities within classroom communities.
General Competences
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The processes by which identities are shaped and reshaped through peoples use of language is an issue of central concern in current discursively oriented research. Building upon this literature developed in diverse lines of discursively-based research, this course analyzes the way by which literate and social identities are shaped and reshaped through the practices created in classroom communities. The course presents in detail the various proposals developed with regard to the teaching of oral discourse, classroom interaction from sociocognitive perspectives and Conversation Analytic ones to others, more critically oriented, focusing on the way by which utterances and turn taking patterns as well as other forms (such as contextualization cues, etc.) are used in the negotiation of certain identities. Rather than these taken as static, attention is directed to how these are negotiated through the use of oral language and through the practices that are discursively constructed in local communities. The aim of the course is to illuminate the ways by which through oral discourse people bring in wider Discourses, develop their stances, and/or negotiate various alignments and disalignments towards them.
Classroom discourse, Conversation Analysis, literate identities
Educational Material Types
  • Notes
  • Slide presentations
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
Laboratory Work18
Reading Assigment100
Written assigments100
Other / Others12
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
Additional bibliography for study
Rex, L.A. (Ed.), (2006). Discourse of opportunity: How talk in learning situations creates and constrains. Cresskill, NJ: Hampton Press. De Fina, A. (2003). Identity in narrative: A study of immigrant discourse. Amsterdam: John Benjamins. Ivanič, R. (1998). Writing and identity: The discoursal representation of identity in academic writing. Amsterdam: John Benjamins. Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. London: Continuum. Hicks, D. (1996) Discourse, learning, and schooling. Cambridge: CUP. Kostouli (2005). Co-constructing writing contexts in classrooms: Scaffolding, collaboration, and asymmetries of knowledge. In Kostouli, Τ. (ed.) Writing in context(s): Textual practices and learning processes in sociocultural settings. (Vol. 15). (93-116). Boston: Springer. Mehan, H. (1979). Learning lessons. Cambridge, Mass: Harvard University Press. Mercer, N. (1995) The guided construction of knowledge. Multilingual Matters: Clevedon. Sharpe, T. (2008). How can teacher support learning? Linguistics and Education, 19, 132-148. Wells, G. (2001). Action, talk and text: Learning and teaching through inquiry. New York: Teachers College Press. Wortham, St. (2005). Socialization beyond the speech event. Linguistic Anthropology, 15(1), 95-112. Wortham, St. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge: Cambridge University Press.
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