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COURSE OUTLINE
- GENERAL
| SCHOOL | School of Education | ||||
| DEPARTMENT | Primary Education | ||||
| LEVEL OF STUDIES | Undergraduate | ||||
| COURSE CODE | 5 Ε 12 | SEMESTER | E | ||
| COURSE TITLE | Language and cultural variation in the classroom | ||||
| 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/429383/ | ||||
- LEARNING OUTCOMES
| Learning Outcomes | |
| Pleasedescribethelearningoutcomesofthecourse: Knowledge, skills and abilitiesacquiredafterthesuccessfulcompletionofthecourse. | |
| The aim of the course is to equip students/future educators with the necessary theoretical and methodological tools to effectively address social, cultural, and teaching issues arising in the context of multicultural classrooms.
Upon completing the course, students are expected to: · Adapt their courses to meet the needs of all their students. · Respond to the challenges of a multicultural class. · Create a safe space that promotes empathy and acceptance of students’ diversity. · Utilize contemporary teaching techniques for multicultural classrooms. · Recognize their students’ educational and cultural backgrounds and leverage them in the teaching process. · Deconstruct myths about diversity, bilingualism, and bilingual students. |
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| 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
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- COURSE CONTENT
| 1. Definingculturaldiversityinclassroom
2. Cultural diversity and multilingualism 3. MinoritygroupsinGreeceandtheireducation 4. Educationalpoliciesformanagingculturaldiversityinclassrooms 5. Educators’ attitudestowardsculturaldiversityintheclassroom 6. Students’ midterm assessment 7. Minoritypupils’ languageandeducationalneeds 8. Powerrelationsandcooperativeempowermentinmulticultural classrooms 9. Teachingmodelsformanagingculturaldiversityinclassrooms 10. Europeaneducationalpoliciesformanagingculturaldiversity 11. Translanguaging as a pedagogical tool in multicultural classrooms: definitions and approaches 12. Assessmentinmulticulturalclassrooms 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. |
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| 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)
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- SUGGESTED BIBLIOGRAPHY
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Σκούρτου, Ε. (2011). Διγλωσσία στο σχολείο. Αθήνα: Gutenberg. Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά. Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Αθήνα: Εκδόσεις Πεδίο. Ασκούνη, Ν. (2006). Η εκπαίδευση της μειονότητας στη Θράκη. Από το περιθώριο στην προοπτική της κοινωνικής ένταξης. Αθήνα: Αλεξάνδρεια Γκόβαρης, Χ. (2011). Εισαγωγή στη διαπολιτισμική εκπαίδευση. Εκδόσεις Διάδραση Γκόβαρης, Χ. (2013). Διδασκαλία και μάθηση στο διαπολιτισμικό σχολείο, Aθήνα: Gutenberg Νικολάου, Γ. (2010). Διαπολιτισμική Διδακτική: Το νέο περιβάλλον-Βασικές αρχές. Αθήνα: Πεδίο. Ξωχέλλης, Π. (2008). Μεθοδολογικός οδηγός για τη χρήση σχολικών βιβλίων του Γυμνασίου. Η διαπολιτισμική διάσταση στη διδασκαλία. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης. Σκούρτου, Ε. & Κούρτη-Καζούλη, Β. (2015). (επιμ.), Διγλωσσία και διδασκαλία της ελληνικής ως δεύτερης γλώσσας, Ελληνικά Ακαδημαϊκά Ηλεκτρονικά συγγράμματα και Βοηθήματα. Σφυροέρα, Μ. (2004). Διαφοροποιημένη παιδαγωγική. Εθνικό Καποδιστριακό Πανεπιστήμιο Αθηνών. Τσοκαλίδου, Ρ. (2018). Sidayes. Πέρα από τη διγλωσσία στη διαγλωσσικότητα. Αθήνα: Gutenberg. Χατζηδάκη, Α. (2020). Διδάσκοντας δίγλωσσα παιδιά. Θεωρητικά ζητήματα και εκπαιδευτικές προσεγγίσεις. Αθήνα: Πεδίο Chatzidaki, A., Mattheoudakis, M. and Maligkoudi, C. (2017) Greek teachers’ views on linguistic and cultural diversity, Selected papers from the 22nd Symposium on Theoretical and Applied Linguistics (ISTAL 22). Maligkoudi, C. and Panteliou, N. (2020). Implementing innovative teaching methods for Greek as L2 in the School of Modern Greek, Aristotle University of Thessaloniki. In A. Dimitriadou, E. Griva, A. Lithoxoidou & A. Amprazis (Eds.), Electronic Proceedings of the Education Across Borders 2018 Conference. Education in the 21st Century: Challenges and Perspectives (pp. 449-460). University of Western Macedonia. Florina, Greece, 19-20 October 2018. ISSN: 2241-8881. |
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.
