Educational Linguistics

Course Information
TitleΕκπαιδευτική Γλωσσολογία / Educational Linguistics
CodeΕΔΞΓ 564
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600016505


Registered students: 15
OrientationAttendance TypeSemesterYearECTS

Class Information
Academic Year2018 – 2019
Class PeriodSpring
Class ID
  • European Values
Type Of Offer
  • Disciplinary Course
Course Type 2021
Specialization / Direction
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
Upon completion of the course, students are expected to be able to (a) identify connections between language acquisition theories and methods of teaching (b) familiarize themselves with various types of bilingual education (c) familiarize themselves with the design of educational material in order to promote specific language skills (d) familiarize themselves with the content and use of language descriptors in bilingual education
General Competences
  • Apply knowledge in practice
  • Make decisions
  • Work autonomously
  • Work in teams
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course aims to provide a comprehensive survey of theories and research relating to bilingualism, biliteracy and bilingual education. In particular, it will present the insights that the linguistic research has provided on second and foreign language learning, and will discuss and analyse the implications of the research findings for the field of language teaching.
language learning theories, methods of language teaching, bilingual education, bilingualism, biliteracy
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Audio
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
IT is used across all aspects of course: in teaching with the use of powerpoint presentations, in students training with the use of apps that students are encouraged to use in their classes, in communication with the students (use of email or sis) and of course in student assessment via sis.
Course Organization
Laboratory Work301.1
Reading Assigment802.9
Field trips and participation in conferences / seminars / activities150.5
Written assigments602.2
Student Assessment
Class participation 20% Article presentation 20% Home assignments 20% Written report of individual projects (about 3000 words): 40%
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative)
  • Written Exam with Short Answer Questions (Formative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
  • Written Exam with Problem Solving (Formative)
  • Report (Formative)
Additional bibliography for study
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. 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. 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. 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: 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. 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. 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. Östman, J.O., & Verschueren, J. (Eds). (2014) Handbook of Pragmatics. Volume 18. John Benjamins Publishing Company. 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. Rosenbusch, M. H. (1985). FLES: An important step in the right direction. Hispania, 68(1), 174-176. Statistics Canada (2022). 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). 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.
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