Background, GeneralKnowledge, Scientific Area, Skill Development

SKILLS DEVELOPMENT

·      To observe, describe, metalinguistically interpret and critically analyze parameters of linguistic diversity, in order to relate language, as a social phenomenon, with identity and its’ pragmatic and social use. Real communication circumstances are to be taken into consideration. The theoretical knowledge offered by Sociolinguistics and Discourse Analysis in relation to language use and the variety of shades accompanying each linguistic choice should also prove to be useful. Students learn to interpret and use language with awareness.

·      To distinguish cognitive and teaching particularities of the course of Greek Language as taught in Syllabi and to be able to transform the scientific knowledge into knowledge for school (didactic transformation), exploiting the social dimension of language. They learn to promote critical linguistic awareness concerning the variety of uses that can be found in everyday life, while they attract the pupil’s interest, encouraging his/hers involvement in a pleasant psycho-social environement.

·    To plan, conduct and evaluate teaching, taking into consideration personal and sociocultural characteristics of their pupils and clearly enunciate the goals to be achieved within the framework of diversified teaching.

·    To determine criteria, to choose methods of evaluation and rethink the consequences of their choices, cultivating the critical awareness of rules which undergo the spoken or unutterable hypothesis of the interlocutor.

·    To successfully support basic literacies for all future citizens: linguistic, scientific, historical, information and mass media literacy.

·    To approach, in a pedagogical way, diversity and multiculturalism in school class, without prejudices nor stereotypes emerging from pupil’s linguistic and social identity.

·    To use main methodological principles in sociolinguistic research, in order to investigate various teaching questions, formulating and verifying research hypothesis.

·    To successfully use in their working environment communication skills, teamwork, interdisciplinary approach and educational problems solving, after being familiarized with ways of identity (ethnic group, social status, age, sex, etc.), which influence linguistic communication.

·    To constantly realize, modify, explore and systematize their personal progress, according to which they form, evaluate and critically rethink their pedagogical-didactic way of acting.

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

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

ü Adaptinginnewcircumstances

ü Decision making

ü Working autonomously

ü Team work

ü Working in interdisciplinary  environment

ü Respectingdiversityandmulticulturalism

ü Showingsocial, professionalandethicalresponsibilityandsensitivityinmattersofgender

ü Training in critical thinking and self-criticism

ü Promotingfree, creativeandinductivethinking

2. Clarifying basic terms concerning Sociolinguistics: linguistic community, registers, choosing language code, Bernstein’s theory of language codes. Language, identity and social class.

3. Linguistic variety (language, dialect, patois, minority languages). Mother tongue, official language, standard language, lingua franca, pidgin, creole, sociolect, personal and social diglossia, etc.

4. Language change. Semantic change.

5. Language borrowing. Language and age: youth language. Linguistic attitudes and prejudices. The Linguistic error.

6. Language and sex.

7. Language in the Media and in the Advertisement.

8. Language and politeness.

9. Language and education. Linguistic prejudices at school.

10.   Language and ideology. Language and nation. Language and standardization.Linguisticshrinking.Methods of sociolinguistic research (collecting data, transcription, analysis, ethnographic research and examples: Labov). Presentation of written assignments.

11.  Presentation of written assignments.

12.  Presentation of written assignments.

13.  Revision/getting ready for the exams.

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.

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.

1.       Constant assessment: participating actively in the course (answering questions, etc.) 10%

2.       Creation of a dossier containing collected material relevant to phenomena discussed in this course 10%

3.       Written assignment 20%

4.       Public Presentationof the written assignment 10%

5.       Final exam(Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay)50%

2.   HolmesJanet. (2016).  Εισαγωγή στην Κοινωνιογλωσσολογία. Αθήνα: Πατάκης. Κωδικός Εύδοξου59368714.

3.   Μπασλής, Γ. (2017). Κοινωνιογλωσσολογία. Μικρή Εισαγωγή. Αθήνα: Γρηγόρη.

4.   Αρχάκης Αργύρης & Κονδύλη Μαριάννα. (2011). Εισαγωγή σε ζητήματα κοινωνιογλωσσολογίας. Αθήνα:  Νήσος. Κωδικός Εύδοξου 12719140.

5.   Κωστούλα-Μακράκη Νέλλη. (2001). Γλώσσα και κοινωνία. Αθήνα: Μεταίχμιο. Κωδικός Εύδοξου 24023

6.   Αρχάκης Αργύρης, Τσάκωνα Βίλλυ. (2019). Ταυτότητες, αφηγήσεις και γλωσσική Εκπαίδευση. Αθήνα: Πατάκης.

7.   Γεωργακοπούλου Αλεξάνδρα & Γούτσος Διονύσης. (1999). Κείμενο και επικοινωνία. Αθήνα: Ελληνικά Γράμματα.

8.   Lee McKay S. & Hornberger N.H. (2009). Κοινωνιογλωσσολογία και διδασκαλία της γλώσσας. Αθήνα: Επίκεντρο.

9.   Τσοκαλίδου Ρούλα & Χατζησαββίδης Σωφρόνης. (2008). Κοινωνιογλωσσολογικές Αναζητήσεις: ερευνητικά δεδομένα. Θεσσαλονίκη: Βάνιας.

10. Φραγκουδάκη Άννα. (1999). Γλώσσα και Ιδεολογία. Κοινωνιολογική προσέγγιση της Ελληνικής Γλώσσας. Αθήνα: Εκδόσεις Οδυσσέας.

written examination: e-class and MsTeams.