Course Information
TitleΔΙΓΛΩΣΣΙΑ , ΚΟΙΝΩΝΙΑ ΚΑΙ ΕΚΠΑΙΔΕΥΣΗ - ΕΜΒΑΘΥΝΣΗ / BILINGUALISM, SOCIETY AND EDUCATION
Title in GermanBilingualismus, Gesellschaft und Bildung
CodeΑΚ0226-ΕΜ
FacultyPhilosophy
SchoolGerman Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600014631

Programme of Study: PPS Tmīmatos Germanikīs Glṓssas kai Filologías (2020-sīmera)

Registered students: 42
OrientationAttendance TypeSemesterYearECTS
KORMOSEPILEGOMENA EIDIKEUSĪSWinter/Spring-3

Programme of Study: PPS School of German Language and Literature

Registered students: 15
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course belonging to the selected specialization (Compulsory Specialization Course)Winter/Spring-3

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Faculty Instructors
Class ID
600145526
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
Prerequisites
General Prerequisites
The aim of the course is to present sociolinguistic aspects of education. The centripetal role of education is discussed, which promotes a specific linguistic code, the "standard variety", competing with the linguistic codes brought by many students from home. Linguistic discriminations are examined at school. The concept of bilingualism is considered to be an important factor of linguistic heterogeneity in modern (Greek) school, which is approached as a case of juxtaposition between the restricted or oral code (students’ L1) and the elaborated or written code (school language norm). Furthermore, the main types of bilingualism and bilingual education are presented. Finally, we discuss the widespread views, attitudes and ideologies in society in general and in the educational community in particular (teachers, parents, students) on bilingualism, linking them to the broader sociolinguistic phenomena of linguistic attitudes and ideologies.
Learning Outcomes
Upon successful completion of the course, students will be able to: - understand basic concepts of bilingualism - to perceive the advantages of simultaneous and maximal bilingual development - to become aware of the social prejudices associated with bilingualism - to distinguish the symbolic values invested to language and to assess the social inequalities with which specific uses of language are linked to education
General Competences
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
- The concept of school language and the homogenizing mechanism of education - The linguistic heterogeneity of students and language prejudices at school - The concept of the standard variety from the perspective of Bernstein's code theory and Halliday’s systemic functional linguistics - Conceptual clarifications of bilingualism and typologies of bilingualism - Factors determining bilingualism - Bilingual development theories - Types of bilingual education - Attitudes and ideologies for bilingualism
Keywords
bilingualism, school, attitudes, standard variety
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Use of Information and Communication Technologies in teaching the course: Projector Using ICT in communicating with students: Using email and elearning
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures753
Reading Assigment100.4
Tutorial150.6
Written assigments251
Exams251
Total1506
Student Assessment
Description
Written assignments
Student Assessment methods
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
  • Performance / Staging (Formative)
Bibliography
Course Bibliography (Eudoxus)
Γρίβα, Ε. & Στάμου Α.Γ. (2014) Ερευνώντας τη Διγλωσσία στο Σχολικό Περιβάλλον. Θεσσαλονίκη: Εκδόσεις Κυριακίδη.
Additional bibliography for study
Baker, C. (2001) Εισαγωγή στη Διγλωσσία και τη Δίγλωσση Εκπαίδευση (μτφ. Α. Αλεξανδροπούλου, Επιμ. Μ. Δαμανάκης). Αθήνα: Gutenberg. Bernstein, B (1991). Παιδαγωγικοί Κώδικες και Κοινωνικός Έλεγχος (2η έκδοση) (μτφ. Ι. Συμεών). Αθήνα: Αλεξάνδρεια. Cummins, J. (1999). Ταυτότητες υπό Διαπραγμάτευση – Εκπαίδευση με σκοπό την Ενδυνάμωση σε μια Κοινωνία της Ετερότητας, (επιμ. Σκούρτου, Ε, μτφρ. Αργύρη, Σ.). Αθήνα: Gutenberg. Παϊζη, Λ.Α. & Καβουκόπουλος, Φ.Α. (2001). Η Γλώσσα στο Σχολείο: Κοινωνιογλωσσικές Διαφορές και Σχολική Πρόοδος στη Δευτεροβάθμια Εκπαίδευση. Αθήνα: Νεφέλη. Σελλά-Μάζη, Ε. (2001) Διγλωσσία και Κοινωνία. Η Κοινωνιογλωσσολογική Πλευρά της Διγλωσσίας. Θεωρία και Πράξη. Η ελληνική πραγματικότητα Αθήνα: Προσκήνιο-Άγγελος Σιδεράτος. Σκούρτου, Ε. (επιμ.) (1997). Θέματα Διγλωσσίας και Εκπαίδευσης. Αθήνα: Νήσος. Τριάρχη-Herrmann, B.(2000). H Διγλωσσία στην Παιδική Ηλικία: Μία Ψυχογλωσσολογική Προσέγγιση. Aθήνα: Gutenberg. Τσοκαλίδου, Ρ. (2012): Χώρος για δύο. Θέματα διγλωσσίας και εκπαίδευσης. Θεσσαλονίκη, Εκδόσεις Ζυγός.
Last Update
22-02-2020