On the succesfull completion of the course students will be able to:
Create their own teaching materials for language teaching.
Use various texts and analysing them with their students.
Design teaching practices for the development of critical literacy.
Embed the theaching of language units in the analysis of texts.
Course Content (Syllabus)
In surveing work carried out on school literacy, we may note a shift in research focus away from language to the investigation of literacy. This haw led to significant new changes pertaining to the way linguistic units and social processes are defined. Texts are thus redefined as multimodal units of social actions; reading and writing are revisited as socioculturally shaped processes, emerging out of the interaction between local meanings and official ones. Indeed, recent approaches have proceeded even further to suggest that school literacy should broaden its scope to include a critical approach to texts; in short, texts, rather than seen as transparent ways of reaching predefined meanings, are redefined as the means through participants negotiate their deffering construals of reality, their varying viewpoints, their ideologies. How do these insights translate to pedagogical interventions for the development of school literacy? This is what this course sets out to attain. Specifically, this course aims to empower teacher and students so that they develop instructional practices that diverge fro the autonomous model of literacy, focusing on language teaching in the first grades of the primary school. Working within the field of critical pedagogy and drawing from the sociocultural theory of learning, this course aims to put forward a dynamic and flexible framework that clearly contrasts to reproductive practices prevailing in the Greek context: teachers and students tend to work following a rather static set of instructions, reproducing a body of school knowledge imposed on them. The course aims to help students diverge from this logic and learn how to cooperate with their students’ own needs. The ultimate goal is to illustrate how teachers and students can work together so that they transform school communities into learning communities within which local meaning and student textual practices are regarded as important sources of information for literacy learning in school contexts.
Literacy, First primary school years, Language teaching, Critical literacy, Teaching practices