Ο Πρόεδρος και τα μέλη του Διδακτικού Προσωπικού καλωσορίζουν τους νεοεισαχθέντες φοιτητές του Τμήματος.
Στόχος μας είναι η παροχή των κατάλληλων εργαλείων, σε κάθε μέλος του Τμήματος. Επιλέξτε εδώ για να δείτε τις 
COURSE OUTLINE
- GENERAL
| SCHOOL | School of Education | ||||
| DEPARTMENT | Primary Education | ||||
| LEVEL OF STUDIES | Undergraduate | ||||
| COURSE CODE | SEMESTER | F | |||
| COURSE TITLE | CRITICAL ISSUES IN INTERCULTURAL EDUCATION | ||||
| TEACHINGACTIVITIES incasetheECTSCreditsaredistributedin distinct partsofthecoursee.g. lectures, labsetc. IftheECTSCreditsareawardedtoacourseasawhole, thenplease note down the teaching hours per week and the corresponding ECTS Credits. |
TEACHINGHOURSPERWEEK | ECTSCREDITS | |||
| 3 | 5 | ||||
| Addlinesifnecessary.Theteachingorganizationandmethodsusedaredescribedinthepoint 4. | |||||
| COURSETYPE
Background, GeneralKnowledge, Scientific Area, Skill Development |
Scientific area | ||||
| PREREQUISITES:
|
NO | ||||
| TEACHING & EXAMINATION LANGUAGE: | Greek, English for Erasmus students | ||||
| COURSE OFFERED TO ERASMUSSTUDENTS: | YES | ||||
| URL COURSE: | https://eclass.duth.gr/courses/429396/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The aim of the course is for students/future educators to become familiar with the role that family and community environments play in the identity formation and construction of minority students.
After completing the course, students are expected to: · Understand the role of family and community in the identity construction and language behavior of minority, immigrant, and refugee pupils. · Become familiar with how families operate in multicultural settings. · Examine the structure of communities in multicultural settings concerning children’s education and the communities’ goals. · Employ teaching techniques that encourage family and community involvement in the educational process. · Recognize the importance of family and community environments for children’s bilingual and bicultural development. |
|
| General Skills | |
| Taking into account the general skills that the graduate must have acquired (as they are listed in the Diploma Supplement and are listed below), which of them is intended (for the course)? | |
| Search, analysis and synthesis of data and information, using the necessary technologies
Adaptation to new situations Decision making Autonomous work Teamwork Working in an international environment Working in an interdisciplinary environment Production of new research ideas |
Project design and management
Equity and Inclusion Respect for the natural environment Sustainability Demonstration of social, professional and moral responsibility and sensitivity to gender issues Critical thinking Promoting free, creative and inductive thinking |
| Adaptation to new situations
Decision making Equity and inclusion Working in an international environment Critical thinking Promoting free, creative and inductive thinking
|
|
- COURSE CONTENT
| 1. Definition of basic concepts
2. The role of the family in children’s bicultural socialization. 3. Family practices and ideologies in multicultural environments 4. Family language policy 5. Factors affecting family language policy 6. Students’ midterm assignment 7. Community schools: structure and aims 8. Community schools and ethnocultural identity 9. Community schools and language development 10. Community schools in Greece 11. Community schools and formal education 12. The role of the community environment in children’s bicultural development 13. Review and final exam preparation |
- LEARNING & TEACHING METHODS – EVALUATION
| TEACHINGMETHOD Face to face, Distance learning, etc. |
Face to face | ||||||||||||||||||
| USEOF INFORMATION&COMMUNICATIONSTECHNOLOGY(ICT) Use of ICT in Teaching, in Laboratory Education, in Communication with students |
YES (powerpoint, videos, MsTeams/ e-class, webmail) | ||||||||||||||||||
| TEACHING ORGANIZATION
The way and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.
The student study hours for each learning activity are listed as well as the non-guided study hours so that the total workload at the semester level corresponds to the ECTS standards. |
|
||||||||||||||||||
| Student Evaluation
Description of the evaluation process
Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Public Presentation, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others
Explicitly defined assessment criteria and if and where are accessible to students are mentioned. |
Assessment language is Greek and English for Erasmus students. Midterm assessment (multiple questions and open-ended questions) Final exam (multiple questions and open-ended questions)
|
- SUGGESTED BIBLIOGRAPHY
|
Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά. Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Χατζηδάκη, Α. και Μαλιγκούδη, Χ. (2023). Η ανάπτυξη της γλώσσας της κοινότητας σε παιδιά από μειονοτικές ομάδες. [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές ΑκαδημαϊκέςΕκδόσεις.https://repository.kallipos.gr/handle/11419/11004?&locale=el Μουτή, Ά., Μαλιγκούδη, Χ., Γογωνάς, Ν., & Γκαϊνταρτζή, Α. (2023). Πολυγλωσσία και ειδικά θέματα εκπαιδευτικής Γλωσσολογίας [Προπτυχιακό εγχειρίδιο]. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://dx.doi.org/10.57713/kallipos-189 Μαλιγκούδη, Χ. (2014). Τμήματα διδασκαλίας εθνοτικών γλωσσών στην Ελλάδα. Στο Μ. Δαμανάκης, Σ. Κωνσταντινίδης και Α. Τάμης (επιμ.) Νέα Μετανάστευση από και προς την Ελλάδα. Πανεπιστήμιο Κρήτης: Κ.Ε.ΜΕ., 299-324. Μιχαήλ, Δ. & Κέσκο, Α. (2010). Γλωσσική διατήρηση/ μετακίνηση στη δεύτερη γενιά Αλβανών μεταναστών στην Ελλάδα: Κοινωνική ενσωμάτωση και κινητικότητα. Στο Κ. Ντίνας, Α. Χατζηπαναγιωτίδη, Α. Βακάλη, Τ. Κωτόπουλος & Α. Στάμου (επιμ.), Πρακτικά Πανελληνίου Συνεδρίου με διεθνή συμμετοχή «Η διδασκαλία της Ελληνικής Γλώσσας ως μητρικής/ δεύτερης/ ξένης». Χατζηδάκη, Α. και Μαλιγκούδη, Χ. (2011). Γλωσσική πολιτική σε μεταναστευτικές οικογένειες. Η περίπτωση των Αλβανών στην Ελλάδα. Στο Γ. Ανδρουλάκης, Σ. Μητακίδου & Ρ. Τσοκαλίδου (επιμ.), Πρακτικά 1ου Διεθνούς συνεδρίου «Σταυροδρόμι Γλωσσών και Πολιτισμών: Μαθαίνοντας εκτός σχολείου». Χατζηδάκη, Α. και Μαλιγκούδη, Χ. (2019) Τα κοινοτικά σχολεία ως «ασφαλείς χώροι»: Η ανάπτυξη πολυγλωσσικών και μαθησιακών ταυτοτήτων μέσα από την καλλιέργεια της γλώσσας της χώρας καταγωγής, στο Ανδρούσου, Α., Σφυρόερα, Μ., Δέλη, Σ., Διδάχου, Ε., Κατσικονούρη, Ε. και Σαϊτη, Σ. «Από εδώ και παντού: εκπαιδευτικές αλλαγές και παιδαγωγικές πρακτικές για ένα ανοιχτό σχολείο», Πρακτικά 11ου Πανελλήνιου Συνεδρίου OMEP-ΤΕΑΠΗ-ΕΚΠΑ (http://www.omep.gr/συνέδρια/241‐11o‐συνέδριο.html) Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά: Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Πεδίο: Αθήνα. Creese, A., Bhatt, A., Bhojani, N. and Martin, P. (2006). Multicultural, Heritage and Learner Identities in Complementary Schools. Language and Education, 20 (1), 23-43. Creese, A. and Martin, P. (2006). Interaction in Complementary School Contexts: Developing Identities of Choice – An Introduction. Language and Education, 20 (1), 1–4. Curdt-Christiansen, X. L. (2009). Invisible and Visible Language Planning: Ideological Factors in the Family Language Policy of Chinese Immigrant Families in Quebec. Language Policy, 8 (4), 351–375. Garcia, O. Zakharia, Z. and Otcu, B. (eds.) (2013). Bilingual community education for American children: beyond heritage languages in a global city. Bristol/ Buffalo/ Toronto: Multilingual Matters. Gogonas, N. (2009). Language Shift in Second-Generation Albanian Immigrants in Greece. Journal of Multilingual and Multicultural Development, 30 (2), 95-110. Gogonas, N. and Maligkoudi, C. (2020). ‘Mothers have the power!’: Czech mothers’ language ideologies and management practices in the context of a Czech complementary school in Greece. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1799324. Lytra, V. and Martin, P. (2010). Sites of Multilingualism: Complementary Schools in Britain Today. London: Trentham Books. Spolsky, B. (2004). Language Policy. Cambridge: Cambridge University Press. |
ANNEX OF THE COURSE OUTLINE
Alternative ways of examining a course in emergency situations
| Teacher (full name): | Christina Maligkoudi |
| Contact details: | cmaligko@eled.duth.gr |
| Supervisors: (1) | No |
| Evaluation methods: (2) | Written assignment/ Written examination with distance learning methods |
| Implementation Instructions: (3) | For the Final Examination:
The examination will consist of two essay development questions. It will be conducted using tools such as TEAMS, where answers must be submitted as assignments. This will be an open-book exam. Student identification will be verified individually. |
- To be completed with YES or NO
- Notedowntheevaluationmethodsusedbytheteacher, e.g.
- written assignmentor/andexercises
- writtenororalexaminationwithdistancelearningmethods, provided that the integrity and reliability of the examination are ensured.
- In the Implementation Instructions section, the teacher notes down clear instructions to the students:
α) in case of written assignment and / or exercises: the deadline (e.g. the last week of the semester),the means of submitting them to the teacher, the grading system, the participation of the assignment in the final grade and every other detail that should be mentioned.
β) incaseoforal examination with distance learning methods: the instructions for conducting the examination (e.g. in groups of X people), the way of pronouncing topics, the applications to be used, the necessary technical means for the implementation of the examination (microphone, camera, word processor, internet connection, communication platform), the way the hyperlink is sent, the duration of the exam, the gradingsystem, the participation of the exam in the final grade, the ways in which the inviolability and reliability of the exam is ensured and every other detail that should be mentioned.
γ) incaseofwritten examination with distance learning methods: the instructions for assigning the topics, the way of submitting the answers, the duration of the exam, the grading system, the participation of the exam in the final grade, the ways in which the integrity and reliability of the exam is ensured and every other detail that should be mentioned.
There should be anattached list with the Student Registration Numbersonly of the beneficiaries to participate in the examination.
