Integrated Approaches in Language Teaching

Course Information
TitleΣυνδυαστικές Προσεγγίσεις στη Διδασκαλία της Γλώσσας / Integrated Approaches in Language Teaching
CodeΔΕΔΓ706
FacultyPhilosophy
SchoolPhilology
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600025500

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 METHODOLOGIAElective CoursesWinter/Spring-10
Class Information
Academic Year2025 – 2026
Class PeriodSpring
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
600267466
EPIChallenges
  • European Values
Course Type 2021
Specialization / Direction
Mode of Delivery
  • Distance learning
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
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, upon successful completion of the course, students will have acquired the following knowledge, skills, and competences: Knowledge (a) Develop in-depth and systematic understanding of the theoretical foundations and pedagogical principles of the CLIL methodology. (b) Explain and interpret the relationship of CLIL to broader theories in language learning, bilingual education, and content pedagogy. Skills (a) Critically analyze and evaluate research data and practical applications of CLIL across different educational contexts. (b) Design and implement comprehensive teaching plans that integrate linguistic and cognitive objectives using differentiated and multimodal strategies. (c) Employ appropriate tools and assessment methods to monitor progress in both language and content learning. Competences (a) Act with autonomy and responsibility as educators/researchers who synthesize theory and practice in CLIL. (b) Collaborate across disciplines and respond flexibly to complex educational environments. (c) Engage in critical reflection and make evidence-based decisions on issues of inclusion, equity, and the policy dimension of CLIL.
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)
This course focuses on the study and application of integrated approaches to language teaching, which combine language instruction with content teaching. Students examine the theoretical foundations of this methodology, the pedagogical principles that guide it, as well as its relationship to language learning, bilingual education, and the development of academic discourse. The course covers strategies of differentiated instruction, multimodal learning tools, and techniques of visual and cognitive scaffolding, while emphasizing the design of comprehensive learning activities that integrate both linguistic and cognitive objectives. Through the critical analysis of research and case studies, students develop skills in evaluating and applying integrated approaches across diverse educational and cultural contexts.
Keywords
CLIL (Content and Language Integrated Learning); Integrated approaches to language teaching; Bilingual education; Academic discourse
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
Assessment is implemented through a variety of methods to ensure both the development and evaluation of a broad range of skills. Specifically, it includes written assignments, oral presentations, as well as written and oral examinations
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Formative)
  • Oral Exams (Formative)
  • Written Exam with Problem Solving (Summative)
  • Report (Formative)
  • Labortatory Assignment (Formative)
Bibliography
Course Bibliography (Eudoxus)
Mattheoudakis, M. & C. Maligkoudi (2025). Exploring Modern Greek as a Second, Foreign, and Heritage Language. In Greece and beyond. Routledge Publications.
Additional bibliography for study
Banegas, D. L., & Zappa-Hollman, S. (Eds.). (2023). The Routledge Handbook of Content and Language Integrated Learning. Routledge. Hidalgo, D. R., & Ortega-Sánchez, D. (2023). "CLIL Methodological Approach in the Bilingual Classroom: A Systematic Review." International Journal of Instruction, 16(3), 915–934. Mattheoudakis, M., G. Fotiadou, & D. Papadopoulou (2025). CLIL on the spot: migrant education in Greece. Frontiers in Education, 9 https://doi.org/10.3389/feduc.2024.1504257
Last Update
21-08-2025