Course Information
TitleΠΟΛΥΓΛΩΣΣΙΑ ΚΑΙ ΓΛΩΣΣΙΚΗ ΕΚΠΑΙΔΕΥΣΗ / MULTILINGUALISM AND LANGUAGE EDUCATION
Title in ItalianMultilinguismo e educazione linguistica
Code11421
FacultyPhilosophy
SchoolItalian Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600018102

Programme of Study: UPS School of Italian Language and Literature 2013

Registered students: 97
OrientationAttendance TypeSemesterYearECTS
Italian Language and LiteratureElective CoursesWinter/Spring-6

Class Information
Academic Year2019 – 2020
Class PeriodSpring
Instructors from Other Categories
Weekly Hours4
Total Hours52
Class ID
600148125
Course Category
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Language of Instruction
  • Greek (Instruction, Examination)
  • Italian (Instruction, Examination)
Learning Outcomes
Students, upon completion of the course, will: 1. be familiar with terminology, definitions and distinction among linguistic terms and will have an image and outlook on all issues related to language contact at school. 2. have the necessary knowledge to teach a second or foreign language in a multilingual classroom and to evaluate the performance and behavior of students in their classroom irrespective of their linguistic and cultural background 3. be able to develop their own tools that will help to use effectively the existing multilingualism in their classroom.
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
  • Generate new research ideas
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
This course discusses issues of definitions of bilingualism, multilingualism, as well as issues related to the language contact ​​at school. There is talk about the contemporary multilingual educational reality both in Greece and at international level and its effective management. Finally,during this course students become familiar with educational applications that promote and exploit existing multilingualism at school. 1. First language(L1), second languages​​(L2) and multilingualism 2. Multilingualism in the history of European nations. Bilingualism - multilingualism in Greece, Europe, and globally. 3. Basic principles of teaching an L2 4. Communication skills in L2: the Council of Europe's linguistic scale 5. Code mixing and code switching 6. Target groups and learning environments: L2 student's individual characteristics: age, individual differences, strategies adopted 7. The basic language learning theories and their relationship to L2 language teaching: Specific examples from L2 language classes 8. Bilingualism - multilingualism and educational policy: multilingualism and literacy 9. Theory and linguistic practice: Applications from the teaching of macro-skills, grammar and vocabulary to a second or foreign language (L2). 10. Assessment issues and multilingual students.
Keywords
bilingualism, multilingualism, language 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
Description
Use of powerpoint presentations during lectures. Use of e-learning to which the lesson lectures and all related material are 'uploaded'. Use of e-mail to inform students, etc.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures602.4
Laboratory Work401.6
Reading Assigment200.8
Exams301.2
Total1506
Student Assessment
Description
Assessment/grading methods: Two different approaches are used to evaluate students according to the study rate: 1. In the case of face-to-face courses, the student may take two quizzes during the semester, the average mark of which will be its final mark.Continuous course attendance is an impermeable condition (οnly two absences are allowed).In the case of quiz failure, student can participate in the final exams of the course. 2. Participation in the final exams of the course.
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Formative, Summative)
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
  • Written Assignment (Formative, Summative)
Bibliography
Course Bibliography (Eudoxus)
1.Τσοκαλίδου, Ρ. (2012). Χώρος για Δύο. Θεσσαλονίκη: Μάρκου και Σία Ε.Ε 2.Cummins, J.(2003). Ταυτότητες υπό διαπραγμάτευση (2η εκδ.). Αθήνα: Γ. Δάρδανος - Κ. Δάρδανος Ο.Ε.
Additional bibliography for study
Ανδρουλάκης Γ. 2008. Οι Γλώσσες και το Σχολείο. Στάσεις και κίνητρα των μαθητών σε δυο ελληνικές ζώνες, στο πλαίσιο μιας ευρωπαϊκής κοινωνιογλωσσολογικής έρευνας. Εκδόσεις: Gutenberg Αρχάκης, Α. & Μ. Κονδύλη 2002. Εισαγωγή σε ζητήματα κοινωνιογλωσσολογίας. Αθήνα: Νήσος. Baker, C. 2001. Εισαγωγή στη δίγλωσση εκπαίδευση και τη διγλωσσία. Αθήνα: Gutenberg (μτφ. Α. Αλεξανδροπούλου). Brock, A. and Conteh, J. 2011. Children’s Rights, Identity and Learning: The Case for Bilingualism. In P. Jones and G. Walker (eds). Children’s Rights in Practice. London: Sage Publications. Cenoz, J. and Gorter, D. 2017. Translanguaging as a Pedagogical Tool in Multilingual Education. In Multilingual Language Awareness and Multilingualism Education. Switzerland: Springer International Publishing, pp. 309-321. Corcoll, C. 2013. Developing children’s language awareness: switching codes in the language classroom, International Journal of Multilingualism, 10:1, 27-45, DOI: 10.1080/14790718.2011.628023. Craith, M.Nic 2006. Europe and the Politics of Language: Citizens, Migrants and Outsiders. Palgrave MacMillan. Cummins, J. & Swain,M.(1986). Bilingualism in Education. London: Longman. Grosjean, F. 2010. Bilingual: Life and Reality. Cambridge, Mass: Harvard University Press. Ibrahim, N. (2019). The right to my languages: multilingualism in children’s English classrooms. TEYLT Worldwide, Issue 1, 2019: The Newsletter of the IATEFL Young Learners and Teenagers Special Interest Group. Ibrahim, N. 2019. Children’s multimodal visual narratives as sites of identity performance. In P. Kalaja and S. Melo-Pfeiffer (eds.). Visualising Multilingual Lives: More Than Words. Clevedon: Multilingual Matters, pp. 33-52. Ibrahim, N. (2015). A few myths about speakers of multiple languages. Voices Magazine. British Council. Available at: https://www.britishcouncil.org/voices-magazine/few-myths-about-speakers-multiple-languages & https://www.britishcouncil.org/voices-magazine/few-more-myths-about-speakersmultiple- languages Κοιλιάρη, Α. 2005. Πολυγλωσσία και Γλωσσική Εκπαίδευση: Μια Κοινωνιογλωσσική Προσέγγιση. Θεσσαλονίκη: Βάνιας. Mehmedbegović, D., Skrandies, P., Byrne, N. and Harding-Esch, P. 2015. Multilingualism in London: LUCIDE city report. LSE Language Centre: London, UK. Available here: http://eprints.lse.ac.uk/60974/ Μουσούρη, Ε. 2015. Κοινωνιογλωσσικές προσεγγίσεις της πολυγλωσσίας στην κατάρτιση καθηγητών της γαλλικής ως ξένης γλώσσας », Πρακτικά του Διεθνούς Συμποσίου Θεωρητικής και Εφαρμοσμένης Γλωσσολογίας, Τμήμα Αγγλικής Γλώσσας και Φιλολογίας, ΑΠΘ. Σκούρτου, E. (2011) Η διγλωσσία στο σχολείο. Αθήνα: Gutenberg. Turner, Camilla. (2019). Children find foreign languages so stressful they are being signed off by a GP, headteachers told. Telegraph. Retrieved from: https://www.telegraph.co.uk/education/2019/05/05/children-find-foreign-languages-stressful-signed-gp-headteachers/
Last Update
08-10-2020