Teaching Language in multilingual and multicultural environments
| Title | Διδακτική των Γλωσσών σε πολύγλωσσα και πολυπολιτισμικά περιβάλλοντα / Teaching Language in multilingual and multicultural environments |
| Code | ΥΚΔΓ-001 |
| Interdepartmental Programme | Languages, Communication and Management of Educational Services in modern social, economic and tech |
| Collaborating Schools | French Language and Literature Economics Philosophy and Education German Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600012608 |
Programme of Study: Languages, Communication and Management of Educational Services in modern social, economic and tech
Registered students: 17
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Didaktikī tōn Glōssṓn kai Ekpaideutikés Technologíes se polýglōssa kai polypolitismiká perivállonta | Compulsory Module Courses | 2 | 1 | 8 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600282168
|
Course Type 2021
Specialization / Direction
Course Type 2016-2020
- Scientific Area
- Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600282168
- eLearning:
- eLearning (Moodle):
Language of Instruction
- Greek (Instruction, Examination)
Learning Outcomes
At the end of the semester students must be able to:
● be familiar with the main features of the Plurilingual Teaching Methodology
● incorporate the main features of the Plurilingual Teaching Methodology into their lesson planning
● search for and find the necessary bibliography in various ways, including new technologies (ICT)
● make presentations using various presentation means and techniques
● make justified didactic remarks based on the theory they were taught and the lesson analysis they have conducted
● plan according to the Plurilingual Teaching Methodology and teach in form of Microteaching a lesson
● use new technologies (ICT) according to the Plurilingual Teaching Methodology in their lesson planning and conduct
● reflect, establish and evaluate the lesson observation und planning they have done
● prove at the end of the seminar that they will be able to: (a) review and explore relevant literature and (b) write assignments on a specific topic of the course from a literature research they have done or - in case they have undertaken a microteaching project – to be able to document its design and demonstrate that they can reflect on what they have hired and conducted.
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
- 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)
The postgraduate students participating in this seminar will study the relevant literature and documents as well as research on issues chosen by them which relate to teaching approaches the foreign language in multilingual and multicultural environments. In this way, the following threefold objective will be met: a) they will become acquainted with and systematically explore basic concepts and theories in relation to teaching approaches the foreign language, b) they will acquire/update/gain insight into knowledge and competences as educational researchers and c) they will successfully combine theory and practice aiming both at their personal awareness and development and at the improvement of the educational context. The seminar participants will work autonomously with means of a portfolio and can, if they wish and it is feasible, combine their research with with Microteaching according to the Plurilingual Teaching Methodology.
Keywords
Foreign language teaching, multilingual and multicultural environments, teaching methodology, language awareness, lifelong learning, literacy, tertiary language, Microteaching, reflection, plurilingual 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
- Use of ICT in Student Assessment
Description
During lectures, we use new information and communication technologies (ICT), such as the pc for the projection of slides, videos etc.
Additionally, the elearning (Moodle) platform is used for the following:
a) To make announcements concerning all the participants
b) To upload any additional material the lecturers use with the students in conventional or in powerpoint form
c) To send group electronic messages to sub-groups
d) To upload scientific papers that need to be studied
e) To give directions regarding the writing of the papers and the final written exam
f) To receive the in-between papers, which the lecturers correct and return with their remarks to the students
g) To check students’ papers for plagiarism
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 30 | 1.2 | ✓ | ||
| Seminars | 30 | 1.2 | ✓ | ||
| Reading Assigment | 50 | 2 | ✓ | ||
| Project | 20 | 0.8 | ✓ | ✓ | |
| Written assigments | 70 | 2.8 | |||
| Total | 200 | 8 |
Student Assessment
Description
The active participation, homework and oral presentations throughout the seminar and final written research-based essay will be assessed.
Student Assessment methods
- Written Assignment (Formative, Summative)
- Performance / Staging (Formative)
- Written Exam with Problem Solving (Formative)
- Labortatory Assignment (Formative)
Bibliography
Additional bibliography for study
Bruner, Jerome (1990): Acts of Meaning. Cambridge, Mass.: Harvard UP
Council of Europe (2001): Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge: University Press
Council of Europe (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Strasbourg: Council of Europe Publishing (Authors: B. North, E. Piccardo, T. Goodier).
Council of Europe Language Policy Portal (2021): https://www.coe.int/en/web/language-policy/home (τελευταία πρόσβαση 11.11.2022)
De Leeuw, Helmut (1997): English as a Foreign Language in the German Elementary School. Tübingen: Narr
Ενιαίο Πρόγραμμα Σπουδών των Ξένων Γλωσσών (ΕΠΣ-ΞΓ) (2011): Σε http://rcel.enl.uoa.gr/xenesglosses/docs/EPS_content.pdf (τελευταία πρόσβαση 09.09.2022)
Ενιαίο Πρόγραμμα Σπουδών των Ξένων Γλωσσών (ΕΠΣ-ΞΓ) (2011α): Γλωσσικά Μέσα: Λειτουργικά & Δομικά Στοιχεία ανά Επίπεδο Γλωσσομάθειας (Παράρτημα 1). Σε: http://rcel.enl.uoa.gr/xenesglosses/docs/EPS-XG_Appendix%201.pdf (τελευταία πρόσβαση 09.09.2022)
Ενιαίο Πρόγραμμα Σπουδών των Ξένων Γλωσσών (ΕΠΣ-ΞΓ) (2011β): Οργανόγραμμα Ύλης Εγχειριδίων Ξένων Γλωσσών (Παράρτημα 2). Σε: http://rcel.enl.uoa.gr/xenesglosses/docs/EPS-XG_Appendix%202.pdf (τελευταία πρόσβαση 09.09.2022)
Europarat (2020): Gemeinsamer europäischer Referenzrahmen für Sprachen: lehren, lernen, beurteilen: Begleitband. Stuttgart: Ernst Klett Sprachen PB38.E8 G4 2020
Guide for the Development of Language Education Policies in Europe (2007a): From Linguistic Diversity to Plurilingual Education. Main Version & Executive Version 2007 by Jean-Claude Beacco & Michael Byram. Strasbourg: Language Policy Division, Council of Europe (σε https://www.coe.int/web/language-policy/from-linguistic-diversity-to-plurilingual-education-guide-for-the-development-of-language-education-policies-in-europe, τελευταία πρόσβαση 11.11.2022)
Hawkins, Eric (1984): Awareness of Language. An Introduction. Cambridge: University Press
Hufeisen, Britta/Neuner, Gerhard (eds.) (2004): The Plurilingualism Project: Tertiary Language Learning – German after English. Strasbourg: Council of Europe (σε elearning)
Ιακώβου, Μαρία (επιμ.) (2014): Επιμορφωτικός οδηγός. Βασικές Αρχές για τη Διδασκαλία της Ελληνικής ως Δεύτερης/Ξένης Γλώσσας. Επίπεδα Α1-Β2. Θεσσαλονίκη: Υ.ΠΑΙ.Θ. Σε: http://www.diapolis.auth.gr/diapolis_files/drasi1/Epimorfotikos_odigos.pdf (τελευταία πρόσβαση 09.06.2021)
Καραγιαννίδου, Ευαγγελία (2006): Διδασκαλία και εκμάθηση της Γερμανικής ως δεύτερης ξένης γλώσσας στο Δημοτικό με βάση τη Διδακτική της Πολυγλωσσίας. Σε: Παιδαγωγική Επιθεώρηση 42/2006, 23-41 (σε elearning)
Κοινό Ευρωπαϊκό Πλαίσιο αναφοράς για τη γλώσσα: εκμάθηση, διδασκαλία, αξιολόγηση (2010). Μετάφραση Ιόλη Χαρατσάρη και Αθανάσιος Τσαγγαλίδης. Φιλολογική επιμέλεια Αναστάσιος Τσαγγαλίδης και Αθανάσιος Παπαθεοδώρου. Επιμέλεια της μετάφρασης Στάθης Ευσταθιάδης, Αναστάσιος Τσαγγαλίδης και Άννα Κοκκινίδου. Συμβούλιο της Ευρώπης. Σε: http://www.pi-schools.gr/lessons/english/pdf/cef_gr.pdf (τελευταία πρόσβαση 22.11.2022)
Multhaup, Uwe (1995): Psycholinguistik und fremdsprachliches Lernen. Von Lehrplänen zu Lernprozessen. Ismaning: Hueber LB1051.M85 1995
Νέα Ελληνική Γλώσσα (2022): Εργαλεία, Βιβλιογραφίες, Μελέτες, Διδασκαλία-Εκπαίδευση, Η Ελληνική ως Ξένη/Δεύτερη, Οδηγοί και πηγές. Σε: https://www.greek-language.gr/greekLang/modern_greek/index.html (τελευταία πρόσβαση 09.11.2022)
Oxford, Rebecca L. (1990): Language learning strategies: what every teacher should know. Boston: Heinle & Heinle P51.O94 1990
Παιδαγωγικό Ινστιτούτο (2003): Πρόγραμμα Σπουδών για την Γ’ τάξη του Δημοτικού (Αγγλικά) (συγγραφείς: Κοσσοβίτσα/Χρυσοχόος) από την 1.7.2003. Σε: http://www.pi-schools.gr/download/lessons/languages/english/engl_c_dim.doc (τελευταία πρόσβαση 22.11.2022)
Παιδαγωγικό Ινστιτούτο (2010): Αναλυτικό Πρόγραμμα Σπουδών Γαλλικής Γλώσσας Ε’ και Στ’ Δημοτικού Σχολείου. Σε: http://www.pi-schools.gr/lessons/french/APS_dimotiko.pdf (τελευταία πρόσβαση 22.11.2022)
Παιδαγωγικό Ινστιτούτο (2010): Αναλυτικό Πρόγραμμα Σπουδών Γαλλικής Γλώσσας. Σε: http://www.pi-schools.gr/download/programs/depps/15aps_Galikon.pdf (τελευταία πρόσβαση 22.11.2022)
Παιδαγωγικό Ινστιτούτο (2010): Δ.Ε.Π.Π.Σ. Ξένων Γλωσσών – Α.Π.Σ. Αγγλικής Γλώσσας. Σε: http://www.pi-schools.gr/download/programs/depps/14depps_XenonGlosson-Agglika.zip (τελευταία πρόσβαση 22.11.2022)
Τοκατλίδου, Βάσω (2003): Γλώσσα, Επικοινωνία και Γλωσσική Εκπαίδευση. Αθήνα: Εκδόσεις Πατάκη
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Υψηλάντης, Γιώργος/Μούτη, Άννα (2015): Ατομικές Διαφορές στην Απόκτηση/Εκμάθηση Δεύτερης Γλώσσας: Στιλ και Στρατηγικές Μάθησης. Αθήνα: ΣΥΝΔΕΣΜΟΣ ΕΛΛΗΝΙΚΩΝ ΑΚΑΔΗΜΑΙΚΩΝ ΒΙΒΛΙΟΘΗΚΩΝ
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Last Update
12-12-2023
