Teaching Approaches for Second, Foreign and Heritage Languages

Course Information
TitleΓλωσσοδιδακτικές προσεγγίσεις στη δεύτερη/ξένη γλώσσα και τη γλώσσα πολιτισμικής κληρονομιάς / Teaching Approaches for Second, Foreign and Heritage Languages
CodeΔΕΔΓ704
FacultyPhilosophy
SchoolPhilology
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600025498

Programme of Study: H ELLĪNIKĪ ŌS DEUTERĪ/XENĪ GLŌSSA KAI ŌS GLŌSSA POLITISMIKĪS KLĪRONOMIAS

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
DPMS - H ELLĪNIKĪ ŌS DEUTERĪ/XENĪ GLŌSSA KAI ŌS GLŌSSA POLITISMIKĪS KLĪRONOMIAS: THEŌRĪTIKES PROSEGGISEIS KAI DIDAKTIKĪ METHODOLOGIACompulsory CourseWinter/Spring-10
Class Information
Academic Year2025 – 2026
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600267465
EPIChallenges
  • European Values
Course Type 2021
Specialization / Direction
Mode of Delivery
  • Distance learning
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Learning Outcomes
Based on the guidelines of the European Qualifications Framework (EQF) and levels 6, 7, and 8, students who successfully complete the course will have acquired the following knowledge, skills, and competencies: Knowledge Upon completion of the course, students will be able to: • Describe and interpret the main language teaching approaches in second/foreign language education and in heritage language instruction. • Analyze the theoretical foundations of sociocultural theory, the communicative approach, and CLIL within the context of language education. • Demonstrate an understanding of the mechanisms involved in the acquisition of a second/foreign language and a heritage language. • Identify and explain the principal research methodologies in language education (quantitative, qualitative, mixed methods). • Recognize contemporary research trends and issues in heritage language teaching. Skills Upon completion of the course, students will be able to: • Compare and critically evaluate research studies in language education. • Conduct literature reviews and synthesize research findings. • Design small-scale research projects by formulating research questions and selecting appropriate methodologies. • Employ basic tools for data collection and analysis (e.g., questionnaires, interviews, discourse analysis, classroom observation). • Present research work in both written and oral form in an academic manner. Competences Upon completion of the course, students will be able to: • Integrate theoretical knowledge and research findings into the design of instructional interventions. • Develop autonomous and critical thinking in relation to diverse language teaching contexts. • Apply contemporary teaching approaches and practices in the teaching of Greek. • Collaborate effectively in research teams to conduct and present research projects. • Evaluate the applicability of research outcomes in diverse linguistic and cultural settings. • Develop metacognitive strategies that enable them to pursue independent research activity and continuous professional development
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
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • 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 course examines the theories and methods that underpin the teaching and learning of second and foreign languages, with a particular focus on Greek as a second/foreign and heritage language. It analyzes major language teaching approaches (traditional, communicative, sociocultural, CLIL), the mechanisms of language acquisition, as well as research methodologies in language education. Additionally, it explores issues related to the cultural dimension of language, learners’ identity, and current trends in heritage language teaching. Through a combination of theoretical study and practical applications, the course aims to bridge research with pedagogical practice, preparing students for both research-oriented and instructional activities.
Keywords
language teaching approaches, Communicative approach, Sociocultural theory, CLIL (Content and Language Integrated Learning), research methodologies in language education, language and identity, cultural dimension of language
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Podcast
  • Audio
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures21✓✓✓
Seminars18✓✓✓
Fieldwork12
Reading Assigment70✓✓
Field trips and participation in conferences / seminars / activities19
Written assigments80✓✓✓
Exams30
Total250
Student Assessment
Description
The assessment of the course is based on a variety of methods to ensure the development and evaluation of diverse skills. Specifically, it includes written assignments, oral presentations, as well as written and oral examinations. These methods foster the cultivation of multiple abilities, such as academic writing, synthesis and understanding of theories, proper use of bibliographic references, application of theory in educational practice, critical thinking, educational insight, reflective analysis, effective oral communication, in-depth comprehension of content, active participation, use of visual aids, research, argumentation, and originality.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Assignment (Formative)
  • Oral Exams (Formative)
  • Written Exam with Problem Solving (Summative)
  • Report (Formative)
  • Labortatory Assignment (Formative)
Bibliography
Additional bibliography for study
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. Hidalgo, D. R., & Ortega-Sánchez, D. (2023). CLIL (Content and Language Integrated Learning) methodological approach in the bilingual classroom: A systematic review. International Journal of Instruction, 16(3), 915–934. Mattheoudakis, M., Fotiadou, G., & Papadopoulou, D. (2025). CLIL on the spot: migrant education in Greece. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1504257 Mattheoudakis, M. & C. Maligkoudi (2025). Exploring Modern Greek as a Second, Foreign, and Heritage Language. In Greece and beyond. Routledge Publications. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Last Update
18-08-2025