Design and creation of foreign language learning scenarios
| Title | Σχεδιασμός και ανάπτυξη διδακτικών σεναρίων στην ξενόγλωσση τάξη / Design and creation of foreign language learning scenarios |
| Code | Ε131 |
| Faculty | Philosophy |
| School | French Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600018647 |
Programme of Study: PPS Tmīmatos Gallikīs Glṓssas kai Filologías (2020-)
Registered students: 0
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Mandatory Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2025 – 2026 |
| Class Period | Spring |
| Faculty Instructors | |
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600302850
|
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/1/600302850
Language of Instruction
- Greek (Instruction, Examination)
- French (Instruction, Examination)
Learning Outcomes
Students at the end of this course will be able to describe the theoretical framework and aim of foreign language learning scenarios and to design mini-scenarios that adopt the principles of Flipped Classroom, CLIL (Content and Language Integrated Learning) and Project-Based Foreign Language Learning.
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 aim of this course is for students to acquire the basic knowledge necessary to evaluate and design a foreign language learning scenario.
The course consists of two parts:
Α. Theoretical and practical application to the following approaches:
- Flipped learning / flipped classroom
- Content and Language Integrated Learning (CLIL)
- Project-Based Foreign Language Learning.
Β. Instructional and learning design and creation of mini-scenarios based on the principles of the above approaches.
Content description (13 weeks)
1. Core Concepts
2. Collaborative learning
3. Project Based Learning
4. Flipped Classroom
5. CLIL/EMILE
6. From the lesson plan to learning scenarios
7. Micro-activity (micro-activity) and micro-scenario (micro-scenario)
8. Learning scenarios and worksheets
9. Developing tasks and activities for the foreign language course.
10. Second language teaching databases, Digital Repositories and Learning Object Repositories.
11. Learning scenarios for French language and their critical analysis.
12. Development of learning scenarios and design of worksheets.
13. Development of learning scenarios and design of worksheets.
Educational Material Types
- Notes
- Slide presentations
- Podcast
- Audio
- Multimedia
- Interactive excersises
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
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | |||
| Reading Assigment | 36 | 1.4 | |||
| Interactive Teaching in Information Center | 15 | 0.6 | |||
| Project | 30 | 1.2 | |||
| Written assigments | 30 | 1.2 | |||
| Total | 150 | 6 |
Student Assessment
Student Assessment methods
- Written Assignment (Formative, Summative)
- Oral Exams (Formative, Summative)
Bibliography
Additional bibliography for study
Conseil de l'Europe, (2001). Cadre européen commun de référence pour les langues - Apprendre, Enseigner, Évaluer (CECRL), Didier.
Conseil de l’Europe, (2018), Cadre européen commun de référence pour les langues (CECRL), Cosneil de l'Europe.
Geiger-Jaillet A., Wolff D., Mehisto P., Marsh D., (2011), Cadre européen pour la formation des enseignants à l'EMILE, Council of Europe.
Lebrun, M., Goffinet, C., Gilson, C., (2016), Vers une typologie des classes inversées. Contribution à̀ une typologie des classes inversées : éléments descriptifs de différents types, configurations pédagogiques et effets. In: Education & Formation, Vol. e-306, no.2, p. 125-146 (12/2016).
Proulx, J., (2004). L'apprentissage par projet, PUQ.
EURYDICE (2006). L’enseignement d’une matière intégré à une langue étrangère (EMILE) à l’école en Europe. Commission Européenne.
Last Update
23-03-2020
