Multilingualism and literacy in the second language
| Title | Πολυγλωσσία και γραμματισμός στη δεύτερη γλώσσα / Multilingualism and literacy in the second language |
| Code | ΚΛΕ104 |
| Faculty | Education |
| School | Primary Education |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Coordinator | Vasiliki Kantzou |
| Common | No |
| Status | Active |
| Course ID | 600025618 |
Programme of Study: Epistīmes tīs Agōgīs: Keimeniká/Logotechniká eídī: Ópseis tīs epikoinōnías sto chartí kai stīn othónī
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Compulsory Course | 1 | 1 | 10 |
| Academic Year | 2025 – 2026 |
| Class Period | Winter |
| Faculty Instructors | |
| Class ID | 600267413
|
Course Type 2021
Specific Foundation
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600267413
Language of Instruction
- Greek (Instruction)
- English (Instruction)
Learning Outcomes
Upon successful completion of this course, students will be able to:
• Define and discuss various concepts of bilingualism.
• Understand the primary challenges and considerations in educating bilingual learners.
• Grasp the concept of biliteracy and articulate its advantages.
• Develop instructional strategies to cultivate reading comprehension skills.
• Design teaching interventions to foster written language production.
General Competences
- Apply knowledge in practice
- Adapt to new situations
- Work autonomously
- Work in an interdisciplinary team
- Appreciate diversity and multiculturality
- Be critical and self-critical
Course Content (Syllabus)
This course aims to introduce students to the concepts of bilingualism and bilingual education, familiarizing them with contemporary approaches to the development of second language literacy. More specifically, we will explore issues related to the concept of biliteracy and the conditions under which it is achieved, the development of oral language skills as a foundation for literacy, as well as contemporary approaches to the traditionally distinguished skills of reading and writing, focusing on a text-based approach to language teaching.
Educational Material Types
- Slide presentations
- Video lectures
- 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 Student Assessment
Description
We will use a variety of digital tools like presentations, videos, and websites in both our in-person and online classes. The course's educational activities are also supported by the learning management system of the Aristotle University of Thessaloniki (elearning), where students will have access to a wealth of digital resources, upload their assignments, and communicate with each other and the instructor.
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 40 | 1.3 | |||
| Reading Assigment | 160 | 5.3 | |||
| Written assigments | 100 | 3.3 | |||
| Total | 300 | 10 |
Student Assessment
Description
Student assessment will be based on the following criteria:
A) Participation in discussions and activities during group meetings (presentations, etc.) (20% of the final grade)
B) Submission of three short 500-word papers throughout the semester (30% of the final grade)
C) A 2500-word research paper (adhering to the formal and substantive characteristics of academic papers, including a comprehensive theoretical background, utilization of relevant literature, formulation of objectives, methodology for data collection and analysis, presentation of results, discussion, and conclusions) (50% of the final grade).
Student Assessment methods
- Written Assignment (Formative, Summative)
Bibliography
Additional bibliography for study
Baker, C., & Wright, W. E. (2021). Foundations of bilingual education and bilingualism (7th ed). Multilingual matters.
Chang-Bacon, C. K., & Colomer, S. E. (2022). Biliteracy as Property: Promises and Perils of the Seal of Biliteracy. Journal of Literacy Research, 1086296X221096676.
Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice. Routledge.
Gibbons, P. (2015). Scaffolding language, scaffolding learning: teaching second language learners in the mainstream classroom (2nd ed.). Heinemann.
Grabe, W. (2008). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164.
Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in second language writing: Contexts and issues (2nd ed). Cambridge University Press.
Macalister, J. (2014). Teaching reading: Research into practice. Language Teaching, 47(3), 387–397. doi:10.1017/s026144481400007x
Nation, I.S.P. (2009). Teaching ESL/EFL reading and writing. Routledge.
Peregoy, S. F., Boyle, O. F., & Martinez, G. (2023). Reading, writing, and learning in ESL: A resource book for teaching K‐12 English learners (8th ed.). Pearson.
Polio, C. (2016). Teaching second language writing. Routledge.
Richards, J.C. (2015). Key Issues in Language Teaching. Cambridge University Press.
Urbanski, K. B. (2023). Second Language Literacy Pedagogy: A Sociocultural Theory Perspective. Multilingual Matters.
Κάντζου, Β. & Αντωνίου, Μ. (Επιμ.) (2024). Διδάσκοντας τα ελληνικά ως δεύτερη γλώσσα. Gutenberg.
Σκούρτου, Ε. (2011). Η διγλωσσία στο σχολείο. Gutenberg.
Τουρτούρας, Χ. Δ. (2008). Τύποι δίγλωσσης εκπαίδευσης και η ασυμβατότητα της ελληνικής εκπαιδευτικής πραγματικότητας. Εκπαιδευτική Κοινότητα, 85, 32-39.
Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά. Πεδίο.
Last Update
08-11-2024
