Literacy in a second language
| Title | Γραμματισμός στη δεύτερη γλώσσα / Literacy in a second language |
| Code | ΔΠΔΜ103 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Vasiliki Kantzou |
| Common | No |
| Status | Active |
| Course ID | 600015078 |
Programme of Study: PMS Epistīmes tīs Agōgīs: Didaktikés Praktikés kai Diadikasíes Máthīsīs (2018-sīmera)
Registered students: 8
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Glōssikós Grammatismós kai Logotechnikī Ekpaídeusī | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2021 – 2022 |
| Class Period | Winter |
| Instructors from Other Categories | |
| Class ID | 600201633
|
Class Schedule
| Building | Παιδαγωγική Σχολή (Πύργος) |
| Floor | - |
| Hall | ΑΙΘΟΥΣΑ 707 (1001) |
| Calendar | Δευτέρα 15:00 έως 18:00 |
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600201633
Learning Outcomes
Upon successful completion of the course students will be able to:
1. understand the terminology and definitions of the concept of bilingualism,
2. delve into the factors that influence the learning process of a second language and critically interpret the ideological and social dimensions in acquiring a second language,
3. utilize practices and strategies to support students who are learning the (first) language which is taught in a specific country, as a second language, when they attend the school of the aforementioned country.
General Competences
- Apply knowledge in practice
- Retrieve, analyse and synthesise data and information, with the use of necessary technologies
- Adapt to new situations
- Work in teams
- Work in an interdisciplinary team
- Generate new research ideas
- 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)
The content of the course deals with issues of bilingualism and bilingual education. In the first part, the definitions of the concept of bilingualism are discussed, aspects of bilingualism, theories that interpret views about bilingualism, social and ideological factors that influence the learning process, phenomena that are created by the interaction of different languages such as issues of language transfer, code switching and the transfer conceptual knowledge. The second part explores issues of education and educational policy with a focus on highlighting ways in which the educational utilization of bilingualism can be promoted. Bilingualism is examined through the ways in which it affects the functions and performance of a bilingual or a potentially bilingual person, the reasons that hinder the bilingual development of the individual and lead to assimilation and the parameters that contribute to the cultivation of bilingualism. Strategies and practices that contribute to the maintenance of the mother tongue are analyzed and so is the acquisition of a second language in a multicultural class.
Educational Material Types
- Notes
- Slide presentations
- Audio
- Multimedia
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | |||||
| Reading Assigment | |||||
| Project | |||||
| Written assigments | |||||
| Total |
Student Assessment
Description
Group work / class activities and discussions.
Application of case studies in smaller groups of students.
Preparation and presentations of their work.
The study of articles and books.
A final written assignment of about 30 000 words
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative, Summative)
- Report (Formative, Summative)
Bibliography
Additional bibliography for study
Ελληνόγλωσση
Baker, C. 2001. Εισαγωγή στη διγλωσσία και στη δίγλωσση εκπαίδευση. Εισαγ.-επιμ. Μ.
Δαμανάκης. Μτφρ. Α. Αλεξανδροπούλου. Αθήνα: Gutenberg.
Κοιλιάρη, Α. 2005. Πολυγλωσσία και γλωσσική εκπαίδευση. Μια κοινωνιογλωσσική
προσέγγιση. Θεσσαλονίκη: Βάνιας.
Macedo, D., Δενδρινού, Β. & Γούναρη, Π. 2010. Η ηγεμονία της αγγλικής γλώσσας.
Θεσσαλονίκη: Επίκεντρο.
Μητακίδου, Σ. (2003). “Μητρική γλώσσα και κυρίαρχη γλώσσα: Σχέση αντιπαράθεσης
ή αλληλοσυμπλήρωσης;” Στο Κύκλο διαλέξεων: Διαπολιτισμική ΕκπαίδευσηΗ
εικόνα του άλλου στη σχολική και ευρύτερη ελληνική κοινωνία. Θεσσαλονίκη: 1ο
Γραφείο Π.Ε. Ανατολικής Θεσσαλονίκης. 68-73.
Μητακίδου, Σ., Δανιηλίδου, Ε. (2007). “Διδασκαλία και μάθηση της ελληνικής ως
δεύτερης γλώσσας: Απόψεις εκπαιδευτικών”. Στο Πρακτικά Διεθνούς Συνεδρίου Η
Ελληνική ως δεύτερη ή ξένη γλώσσα. Έρευνα, διδασκαλία, εκμάθηση. Θεσσαλονίκη:
UniversityStudioPress. 453-465.
Σελλά-Μάζη, Ε. 2001. Διγλωσσία και κοινωνία: Η κοινωνιογλωσσική πλευρά της
διγλωσσίας. Η ελληνική πραγματικότητα. Αθήνα: Προσκήνιο.
Cummins, J. (2005). Ταυτότητες υπό διαπραγμάτευση. Αθήνα: Gutenberg.
Σκούρτου, Ε. (επιμ.). (1997). Θέματα διγλωσσίας και εκπαίδευσης. Αθήνα: Νήσος.
Σκούρτου, Ε. 2011. Η διγλωσσία στο σχολείο. Αθήνα: Gutenberg.
Τσοκαλίδου, Ρ. 2012. Χώρος για δύο. Θέματα διγλωσσίας και εκπαίδευσης. Θεσσαλονίκη:
Ζυγός.
Χριστίδης, Α. Φ. 1997. «Ισχυρές» και «ασθενείς» γλώσσες στην Ευρωπαϊκή Ένωση.
ΤόμοςΑ. Θεσσαλονίκη: ΚέντροΕλληνικήςΓλώσσας.
Last Update
03-12-2020
