MULTILINGUALISM AND LANGUAGE EDUCATION
| Title | ΠΟΛΥΓΛΩΣΣΙΑ ΚΑΙ ΓΛΩΣΣΙΚΗ ΕΚΠΑΙΔΕΥΣΗ / MULTILINGUALISM AND LANGUAGE EDUCATION |
| Title in Italian | Multilinguismo e educazione linguistica |
| Code | 11421 |
| Faculty | Philosophy |
| School | Italian Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Thomais Rousoulioti |
| Common | No |
| Status | Active |
| Course ID | 600018102 |
Programme of Study: UPS School of Italian Language and Literature 2013
Registered students: 27
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Italian Language and Literature | Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2022 – 2023 |
| Class Period | Spring |
| Instructors from Other Categories |
|
| Weekly Hours | 4 |
| Total Hours | 52 |
| Class ID | 600211632
|
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/1/600211632
- At the Website of the School:
- eLearning (Moodle):
Language of Instruction
- Greek (Instruction, Examination)
- Italian (Instruction, Examination)
Learning Outcomes
Students, upon completion of the course, will:
1. be familiar with terminology, definitions and distinction among linguistic terms and will have an image and outlook on all issues related to language contact at school.
2. possess the necessary knowledge to teach a second or foreign language in a multilingual classroom and to evaluate the performance and behavior of students in their classroom irrespective of their linguistic and cultural background
3.manage the multilingualism of socially vulnerable groups (including refugees and migrants) in both formal and non-formal education and
4. be able to develop their own tools that will help them to use effectively the existing multilingualism for the benefit of whole class or of whole society.
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
- Generate new research ideas
- Appreciate diversity and multiculturality
- Be critical and self-critical
- Advance free, creative and causative thinking
Course Content (Syllabus)
This course discusses issues of definitions of bilingualism, multilingualism, as well as issues related to the language contact at school. There is talk about the contemporary multilingual educational reality both in Greece and at international level and its effective management. Finally,during this course students become familiar with educational applications that promote and exploit existing multilingualism at school.
Keywords
bilingualism, multilingualism, language education
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Interactive excersises
- 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
Description
Use of powerpoint presentations during lectures. Use of e-learning to which the lesson lectures and all related material are 'uploaded'. Use of e-mail to inform students, etc.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 60 | 2.4 | |||
| Laboratory Work | 40 | 1.6 | |||
| Reading Assigment | 20 | 0.8 | |||
| Exams | 30 | 1.2 | |||
| Total | 150 | 6 |
Student Assessment
Description
Assessment/grading methods: Two different approaches are used to evaluate students according to the study rate: 1. In the case of face-to-face courses, the student may take two quizzes during the semester, the average mark of which will be its final mark.Continuous course attendance is an impermeable condition (οnly two absences are allowed).In the case of quiz failure, student can participate in the final exams of the course.
2. Participation in the final exams of the course.
3. Assignment presented in the classroom.
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
1.Τσοκαλίδου, Ρ. (2012). Χώρος για Δύο. Θεσσαλονίκη: Μάρκου και Σία Ε.Ε
2. Tσοκαλίδου, Ρ. (2017). SíДaΥes. Πέρα από τη Διγλωσσία στη Διαγλωσσικότητα/Beyond Bilingualism to Translanguaging. Αθήνα: Gutenberg.
3.Χατζηδάκη, Α.(2020). Διδάσκοντας δίγλωσσα παιδιά.Θεωρητικά ζητήματα και Εκπαιδευτικές Προσεγγίσεις. Αθήνα: Πεδίο.
4.Cummins, J.(2003). Ταυτότητες υπό διαπραγμάτευση (2η εκδ.). Αθήνα: Γ. Δάρδανος - Κ. Δάρδανος Ο.Ε.
5.Aραβοσιτάς, Θ., Καζούλη, Β., Σκούρτου, Ε. & Τρύφωνας, Π.(2019). Ζητήματα Γλώσσας, Ετερότητας και Εκπαίδευσης. Αθήνα: Δάρδανος.
Additional bibliography for study
Ανδρουλάκης Γ. 2008. Οι Γλώσσες και το Σχολείο. Στάσεις και κίνητρα των μαθητών σε δυο ελληνικές ζώνες, στο πλαίσιο μιας ευρωπαϊκής κοινωνιογλωσσολογικής έρευνας. Εκδόσεις: Gutenberg
Αρχάκης, Α. & Μ. Κονδύλη 2002. Εισαγωγή σε ζητήματα κοινωνιογλωσσολογίας. Αθήνα: Νήσος.
Baker, C. 2001. Εισαγωγή στη δίγλωσση εκπαίδευση και τη διγλωσσία. Αθήνα: Gutenberg (μτφ. Α. Αλεξανδροπούλου)Ε.
Brock, A. and Conteh, J. 2011. Children’s Rights, Identity and Learning: The Case for Bilingualism. In P. Jones and G. Walker (eds). Children’s Rights in Practice.
London: Sage Publications.
Cenoz, J. and Gorter, D. 2017. Translanguaging as a Pedagogical Tool in Multilingual Education. In Multilingual Language Awareness and Multilingualism Education. Switzerland: Springer International Publishing, pp. 309-321.
Corcoll, C. 2013. Developing children’s language awareness: switching codes in the language classroom, International Journal of Multilingualism, 10:1, 27-45, DOI: 10.1080/14790718.2011.628023.
Craith, M.Nic 2006. Europe and the Politics of Language: Citizens, Migrants and Outsiders. Palgrave MacMillan.
Cummins, J. & Swain,M.(1986). Bilingualism in Education. London: Longman.
Grosjean, F. 2010. Bilingual: Life and Reality. Cambridge, Mass: Harvard University Press.
Ibrahim, N. (2019). The right to my languages: multilingualism in children’s English classrooms. TEYLT Worldwide, Issue 1, 2019: The Newsletter of the IATEFL Young Learners and Teenagers Special Interest Group.
Ibrahim, N. 2019. Children’s multimodal visual narratives as sites of identity performance. In P. Kalaja and S. Melo-Pfeiffer (eds.). Visualising Multilingual Lives: More Than Words. Clevedon: Multilingual Matters, pp. 33-52.
Ibrahim, N. (2015). A few myths about speakers of multiple languages. Voices Magazine. British Council. Available at: https://www.britishcouncil.org/voices-magazine/few-myths-about-speakers-multiple-languages & https://www.britishcouncil.org/voices-magazine/few-more-myths-about-speakersmultiple-
languages
Κοιλιάρη, Α. 2005. Πολυγλωσσία και Γλωσσική Εκπαίδευση: Μια Κοινωνιογλωσσική Προσέγγιση. Θεσσαλονίκη: Βάνιας.
Mehmedbegović, D., Skrandies, P., Byrne, N. and Harding-Esch, P. 2015. Multilingualism in London: LUCIDE city report. LSE Language Centre: London, UK.
Available here: http://eprints.lse.ac.uk/60974/
Μουσούρη, Ε. 2015. Κοινωνιογλωσσικές προσεγγίσεις της πολυγλωσσίας στην κατάρτιση καθηγητών της γαλλικής ως ξένης γλώσσας », Πρακτικά του Διεθνούς Συμποσίου Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας, Τμήμα Αγγλικής Γλώσσας και Φιλολογίας, ΑΠΘ.
Σκούρτου, E. (2011) Η διγλωσσία στο σχολείο. Αθήνα: Gutenberg.
Turner, Camilla. (2019). Children find foreign languages so stressful they are being signed off by a GP, headteachers told. Telegraph. Retrieved from:
https://www.telegraph.co.uk/education/2019/05/05/children-find-foreign-languages-stressful-signed-gp-headteachers/
Last Update
24-03-2022
