PRACTICE IN TEACHING ENGLISH AS A SECOND/ FOREIGN LANGUAGE ΙΙ
| Title | ΠΡΑΚΤΙΚΗ ΑΣΚΗΣΗ ΣΤΗ ΔΙΔΑΣΚΑΛΙΑ ΤΗΣ ΑΓΓΛΙΚΗΣ ΩΣ ΔΕΥΤΕΡΗΣ/ ΞΕΝΗΣ ΓΛΩΣΣΑΣ ΙΙ / PRACTICE IN TEACHING ENGLISH AS A SECOND/ FOREIGN LANGUAGE ΙΙ |
| Code | Γλ3-459 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600018088 |
Programme of Study: 2018-2019
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | Winter/Spring | - | 6 |
| Academic Year | 2020 – 2021 |
| Class Period | Spring |
| Faculty Instructors | |
| Instructors from Other Categories | |
| Weekly Hours | 3 |
| Class ID | 600184185
|
Course Type 2021
Skills Development
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600184185
- At the Website of the School: http://www.enl.auth.gr/pa/index.html
- eLearning: http://eclass.auth.gr/courses/ENL121/
Language of Instruction
- English (Instruction, Examination)
Prerequisites
Required Courses
- Γλ1-102 LANGUAGE MASTERY IΙ
- Γλ1-101 LANGUAGE MASTERY I
- Γλ3-329 THE CLASSROOM: PRINCIPLES AND PRACTICE
- Γλ3-225 SECOND LANGUAGE ACQUISITION
- Γλ3-326 METHODOLOGY OF TEACHING FOREIGN LANGUAGES
General Prerequisites
Language Mastery I
Language Mastery II
Second Language Acquisition
Methodology of Teaching Foreign Languages
The Classroom: Principles and Practice
Learning Outcomes
The aim of this course is to familiarise student teachers with the practicalities of teaching in the context of teaching English to primary, secondary and tertiary students. Student teachers ought to work with the cooperating teacher of a particular class. At the end of the teaching practice, student teachers submit a teaching portfolio which includes observation reports, lesson plans, teaching materials development and reflective reports based on self-reflection. It is important that lesson plans reflect sound understanding of the practicalities of teaching and that student teachers approach their teaching in a critical way.
By the end of this course, student teachers will have learned how to:
• Make coherent and explicit lesson plans
• Reflect upon their own as well as others’ teaching in a critical way
• Select appropriate teaching materials for a given class
• Give effective instructions
• Teach English through English.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Make decisions
- Work autonomously
- Work in teams
- Appreciate diversity and multiculturality
- 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)
This course gives the opportunity to student teachers to link theory with practice, once they are allocated to a school setting. During their teaching practice they become familiarized with the classroom reality. They are actually called to design and implement activities that are suitable for a particular teaching situation. Student teachers develop observation skills, design activities and whole lessons, manage the classroom and develop their reflective thinking.
Keywords
teaching, feedback, lesson planning, reflective thinking, developing teaching materials
Educational Material Types
- Slide presentations
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
Description
Use of eclass: detailed guidelines provided for the submission of the portfolio
Email correspondence with the students/ skype meetings held / regular meetings scheduled during office hours
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Internship | 100 | 4 | ✓ | ✓ | |
| Written assigments | 50 | 2 | ✓ | ||
| Total | 150 | 6 |
Student Assessment
Description
Assessment is based on
- the portfolio submitted. Portfolios are compiled according to the guidelines provided. Portfolios reflect the work done at school; student teachers present their lesson plans, teaching materials implemented and reflective activities designed and carried out by the student teachers.
- the cooperating teacher's overall assessment of the teaching practice.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
Δεν δίνεται.
Additional bibliography for study
Cohen, L. Manion, L. and Morrison, K. 2002. A Guide to Teaching Practice. London; RoutledgeFalmer (pp. 186-219 and 281-357).
Gower, R., Phillips, D. and Walters, S. 2005. Teaching Practice: A Handbook for Teachers in Training. Oxford: Macmillan
Sougari, A,-M. 2006. Teaching English in the Primary Classroom: A Guide for Teaching Practice. Thessaloniki: University Studio Press.
Background
Convery, A. and Coyle, D. 1999. Differentiation and Individual Learners: A Guide for Classroom Practice. London: CILT.
Davis, P. and Rinvolucri, M. 1988. Dictation: New Methods, New Possibilities. Cambridge: Cambridge University Press.
Harmer, J. 1998. How to Teach English. Harlow: Longman.
Harmer, J. 2010. The Practice of English Language Teaching. Pearson Longman.
Prodromou, L. 1992. Mixed-ability Classes. London: Macmillan Publishers.
Puchta, H. and Schratz, M. 1993. Teaching Teenagers. England: Longman.
Richards, J. and Lockhart, C. 1996. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Scrivener, J. 2005. Learning Teaching: A Guidebook for English Language Teachers. Oxford: Heinemann ELT.
Ur, P. 1996. A Course in Language Teaching. Cambridge: Cambridge University Press.
Last Update
12-12-2021
