Didactology of languages-cultures applied to French language

Course Information
TitleΔιδακτολογία των ξένων γλωσσών / πολιτισμών με έμφαση στη γαλλική γλώσσα / Didactology of languages-cultures applied to French language
Title in FrenchDidactologie des langues/cultures
CodeΚΕ-ΓΛΩ-04
FacultyPhilosophy
SchoolFrench Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID280006379

Class Information
Academic Year2020 – 2021
Class PeriodSpring
Instructors from Other Categories
Weekly Hours3
Class ID
600205231
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction)
  • French (Instruction, Examination)
Learning Outcomes
This course provides theoretical support and analysis as well as instruction on the creation of teaching activities in the field of teaching foreign languages and cultures. Students are expected to be able to identify the areas that have contributed to the development of teaching language and culture, and to examine the terminology and theoretical concepts of teaching and the teaching of foreign languages. In addition, students will study the Common Curriculum for Foreign Languages (EPS-XG) and become familiar with its objective of utilizing resources in the educational process. Finally, modern teaching methods for teaching / learning French as a foreign language will be studied and students will be able to design teaching activities aimed at teaching French as a foreign language in accordance with the Common Curriculum for Foreign Languages. In this way, students will be able to reflect on the methodology of teaching foreign languages and cultures as well as in the planning and implementation of teaching activities.
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
  • Work in an international context
  • Work in an interdisciplinary team
  • 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 aims at the epistemological and conceptual study of Teaching Language and Culture, with particular emphasis on teaching French as a foreign language. It is based on three pillars: the historical study of the main principles of teaching foreign languages, the science of teaching, and the epistemological development of teaching French as a foreign language. Through extensive study of the Unified Curriculum for Foreign Languages (CPS), students will attempt to undertake teaching activities aimed at the acquisition of French as a foreign language. In this way, students will become familiar with teaching French as a foreign language and more specifically, with the development of language skills and the creation of teaching activities. Content description (13 weeks) Week 1 : Presentation of the course and its objectives. Historical overview of the fields of Education, the science of Education and the Teaching of Languages and Cultures. Student objectives: To define the concepts of pedagogy, the science of education and teaching, as well as their respective goals. Week 2 : Teaching Language and Culture. Historical exploration of the teaching of languages from the 17th century until World War II. Week 3 : Teaching Language and Culture. A continuation of the historical inquiry into the teaching of languages from World War II until today. Week 4 : The Council of Europe and the Common European Framework of Reference for Languages (CEFR) and its objectives. Week 5 : The Common Curriculum for Foreign Languages (EPS-XG), general objectives, presentation of A1-A2-B1-B2 language proficiency levels. Types of teaching activities. Week 6 : Level A1 (EPS-XG), learning objectives, proposal and analysis of teaching activities aimed at generating and understanding written language. Week 7 : Level A1 (EPS-XG), learning objectives, proposal and analysis of teaching activities aimed at generating and understanding oral speech. Week 8 : Study Level A2 (EPS-XG), learning objectives, proposal, and analysis of teaching activities. Week 9 : Study Level A2 (EPS-XG), learning objectives, proposal, and analysis of teaching activities. Week 10 : Presentation of the CLIL-EMILE method. Study Level B1 (EPS-XG), learning objectives, proposal, and analysis of teaching activities. Week 11 : Study Level B1 (EPS-XG), learning objectives, proposal and analysis of teaching activities. Week 12 : Use of ICT in teaching French as a foreign language. Study Level B2 (EPS-XG), learning objectives, proposal and analysis of teaching activities. Week 13 : Presentation of Portfolio. Study Level B2 (EPS-XG), learning objectives, proposal and analysis of teaching activities. Course feedback.
Keywords
didactical principles, didactics of foreign languages/french.
Educational Material Types
  • 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
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Reading Assigment602.4
Written assigments512.0
Total1506
Student Assessment
Description
Students' performance is assessed through written and oral work throughout the semester.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Assignment (Formative)
  • Written Exam with Problem Solving (Summative)
Bibliography
Additional bibliography for study
BESSE H., (1984) Méthodes et pratiques des manuels de langue, Didier, « Essais », Paris. CICUREL F., (1991), Lectures interactives en langue étrangère, Hachette, Paris. CONSEIL DE L’EUROPE, (2005), Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer, Didier, Paris. COSTE D., GALISSON R. (1976), Dictionnaire de didactique des langues, Hachette, Paris. COURTILLON J., Élaborer un cours de FLE, Hachette, Paris. CUQ J.-P., GRUCA I., (2005), Cours de didactique du français langue étrangère et seconde, PUG, Grenoble. GAONAC’H D., (1987), Théories d’apprentissage et acquisition d’une langue étrangère, LAL Credif-Hatier, Paris. GRAVANIS L.-F., (2010), Du français pour l’étranger à la didactologie des langues-cultures, Une évolution disciplinaire et conceptuelle, University Studio Press, Thessalonique. DEFAYS J.-M., (2003), Le français langue étrangère et seconde, Enseignement et apprentissage, Mardaga, Sprimont. KIYITSIOGLOU-VLACHOU C., (2012), Une compétence c’est…Réflexions didactiques, Éditions Symmetria, Athènes. MARTINEZ P., (1997), La didactique des langues étrangères, PUF, « Que sais-je? », Paris. PENDANX M., (1998), Les activités d’apprentissage en classe de langue, Hachette, Paris. PORCHER L., (2004), L’enseignement des langues étrangères, Hachette-Éducation, Paris. TOKATLIDOU V., (2003), Langue, Communication et éducation langagière, Patakis, Athènes. VIGNER G., (2001), Enseigner le français comme langue seconde, CLE International, « Didactique des langues étrangères », Paris. ΠΑΙΔΑΓΩΓΙΚΟ ΙΝΣΤΙΤΟΥΤΟ, (2007), Ενιαίο Πρόγραμμα Σπουδών των Ξένων Γλωσσών (ΕΠΣ-ΞΓ), Αθήνα, Παιδαγωγικό Ινστιτούτο.
Last Update
26-03-2020