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.

Background, GeneralKnowledge, Scientific Area, Skill Development

The course supports students in the development of knowledge, skills and abilities for the design, development and implementation of learning activities/scenarios in the context of which the above educational programming environments are appropriately utilized.

Upon completion of the modules of the course, students are expected to be able to:

·         distinguish and describe the characteristics of educational programming environments (programming software, robotics systems, microcontrollers, mobile devices) (MA9)

·         describe the contribution of educational programming environments to the development of Computational thinking competence (MA9, MA11)

·         discern the contribution of their educational identity to the use of educational programming environments in teaching and learning (MA1)

·         design activities/scenarios in the context of compulsory education curricula based on theoretical pedagogical knowledge, the selection and utilization of appropriate educational programming environments, the didactic transformation of the reference subject and the characteristics of the students (MA3, MA4, MA5, MA6, MA7, MA9)

·         systematize their thinking about the analysis and synthesis of data in an individual and/or group work context during the creation of integrated programming projects (MA11, MA14)

·         conduct field research to design the contribution of educational programming environments to addressing teaching/learning problems (MA12, MA13)

·         reflect and critically evaluate their pedagogical-didactic practice regarding the design and implementation of teaching/learning scenarios using educational programming environments (MA2, MA7, MA8, MA15).

ICT Use

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 reasoning

·         Adapt to new situations.

·         Autonomous work.

·         Decision-making.

·         Group       work.

·         Work        in an interdisciplinary environment.

·         Project planning and management.

·         Respect for diversity and multiculturalism

·         Promotion of free, creative and inductive thinking.

·          Exercise of criticism and self-criticism.

1. Existing concepts, conceptual clarifications for educational programming environments (Programming-Informatics-ICT-Computational thinking-classification of programming environments) – and highlighting the identity of the teacher as a parameter for their integration into education

2.Didactic approach to basic concepts/programming structures

3.-6. Visual programming (Scratch, ScratchJr)

7.-10. Programming hardware training environments (programmable robots, manufacturing robotics, microcontrollers)

11. Mobile Programming Environments and Educational Applications

12. Principles of planning activities to address teaching/learning problems with appropriate utilization of programming environments, in the context of compulsory education curricula (and/or in interdisciplinary STEAM activities)

13. Principles of scenario design for dealing with teaching/learning problems with appropriate utilization of programming environments, in the context of compulsory education curricula (and/or in interdisciplinary STEAM activities).

Communication with students via e-class and e-mail

Use of presentation software (Powerpoint)

Use of software and devices (robotic, mobile, microcontrollers)

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to 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, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

–        Individual and group laboratory activities (20%)

–        Field exercise (20%)

–        Written assignment (35%)

–        Preparation and public presentation of e-portfolio-Final examination (25%)

2. Καρβουνιάρης Β. και Λαζαρίνης Φ. (2021). Εκπαιδευτική ρομποτική με τη χρήση του μικροελεγκτή BBCMicro:bit. ΔΙΣΙΓΜΑ

3. Δημητριάδης, Σ. (2015). Κονστραξιονισμός. Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα (https://repository.kallipos.gr/handle/11419/3404).

4. Κόμης, Β., Depover, C., &Karsenti, T. (2010), Διδασκαλία με τη χρήση της Τεχνολογίας, προώθηση της μάθησης, ανάπτυξη ικανοτήτων. Αθήνα: Εκδόσεις Κλειδάριθμος [ISBN: 978-960-461-382-3].

5. Μικρόπουλος, Α., Μπέλλου, Ι. (2010). Σενάρια διδασκαλίας με υπολογιστή, Αθήνα: Κλειδάριθμος.

6. Στυλιαράς, Γ. & Δήμου, Β. (2015). Διδακτική της πληροφορικής. Ελληνικά Ακαδημαϊκά Ηλεκτρονικά Συγγράμματα και Βοηθήματα (https://repository.kallipos.gr/handle/11419/722).

– Related scientific journals:

Computers and Education (https://www.journals.elsevier.com/computers-and-education/)

Contemporary issues in technology and teacher education ()https://citejournal.org/

Education and Information Technologies (https://www.springer.com/journal/10639)

Journal of Educational Technology & Society (https://www.j-ets.net/)

Journal of Pre-College Engineering Education Research (J-PEER) https://docs.lib.purdue.edu/jpeer/

Journal of Technology and Teacher Education (JTATE) (http://site.aace.org/pubs/jtate/)

Science and Technology Issues in Education (http://earthlab.uoi.gr/thete/index.php/thete)

-Conference Proceedings Hellenic Scientific Association for Information and Communication Technologies in Education) (http://www.etpe.gr).

Activities (20%)

Remote Written Exam (60%)

Activities in synchronous distantcollaboration (20%)

The remotely written examination (assignment of questions and answers through the e-class, in a predetermined duration depending on the topics to be asked). A list will be announced in the e-class only with the AEMs of the beneficiaries to participate in the examination.

TEACHING ACTIVITIES

If the ECTS Credits are distributed in distinct parts of the course e.g.lectures,labs etc.If the ECTS Credits are awarded to the whole course,then please indicate the teaching hours per week and the corresponding ECTS Credits.

TEACHING HOURSPER WEEK

ECTS CREDITS

COURSETYPE

Background, General Knowledge, Scientific Area, Skill Development

Scientific Area

COURSE URL:

Face to face, Distance learning, etc.

Use of ICT in Teaching, in Laboratory Education, in Communication with students

Use of ICT in Laboratory Education

Use of ICT in Communication with students

The ways and methods of teaching are described in detail. Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study/creation, project, creation, project. Etc.

21

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards

Description of the evaluation process

Greek

Method (Formative or Concluding)

Summative

Student evaluation methods

Percent

Presentation in audience

35

20

5

The oral exam will take place in groups of 5 students and will begin according the order of the Student ID Number at the attached list (examination program).

The exam will be conducted through ms Teams. The link will be sent to students via eClass exclusively to the institutional accounts of those who have registered for the course and have taken note of the distance learning terms.

Students must login to the exam room through their institutional account; otherwise, they will not be able to participate. They will also participate in the exam with a camera, which they will have turned on during the exam, and a microphone.

At the beginning of the exam, students will show their ID via their camera, so that they can be identified. Each student will have to answer 3 questions of the same grade value, which will be submitted orally by the teacher.

Background, GeneralKnowledge, Scientific Area, Skill Development

ICT Use

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 reasoning

Autonomous work

Teamwork

Production of new research ideas

Demonstration of social, professional, and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative, and inductive reasoning

Equity and Inclusion

2.       Computer-Assisted Language Learning

3.       Digital Resources and Repositories

4.       Digital Educational Tools for Teaching Oral Speech

5.       Digital Educational Tools for Teaching Written Speech

6.       Electronic Text Corpora (ETC)

7.       Mid-term exam

8.       Processing and Educational Use of ETCs

9.       Electronic Dictionaries

10.   Language Teaching Through Digital Games

11.   Pedagogical Use of Artificial Intelligence in Language Teaching

12.   Integration of ICTs in Teaching Scenarios

13.   Summary of keypoints

The ways 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 supervised and unsupervised workload per activity is indicated here so that the total workload per semester complies with 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, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Students will be assessed as follows:

(1) Mid-termexam with laboratory essay

(2) Written assignment with presentation in audience

Αρβανίτης, Π., & Κρυστάλλη, Π. (2023). Ψηφιακές τεχνολογίες και διδασκαλία της ξένης γλώσσας. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://dx.doi.org/10.57713/kallipos-192

Mitsikopoulou, B. (2022). Digital media in foreign language education. Athens: Pedio.

Σπαντιδάκης, Ι. & Βασαρμίδου, Δ. (2015). Διαδικτυακά Περιβάλλοντα Μάθησης του Γραπτού Λόγου στην Ελληνική Διασπορά. Αθήνα: Gutenberg.

Additional suggested bibliography:

Greek bibliography

Γούτσος, Δ., &Φραγκάκη, Γ. (2015). Εισαγωγή στη γλωσσολογία σωμάτων κειμένων. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://hdl.handle.net/11419/1932

Διαμαντής, Κ., & Μπίκος, Κ. (2022). Σενάρια Διδασκαλίας με την υποστήριξη Ψηφιακών Μέσων. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://dx.doi.org/10.57713/kallipos-56

Κουτσογιάννης, Δ. (2007). Διδακτική αξιοποίηση των λεξικών και σωμάτων κειμένων: θεωρητικό πλαίσιο. Θεσσαλονίκη: ΚΕΓ.

Παπαδοπούλου, Δ., & Τάντος, Α. (2014). Η διδακτική αξιοποίηση των σωμάτων κειμένων μαθητών στηνελληνική ως δεύτερη/ξένη γλώσσα. Στο Ζ. Γαβριηλίδου & Α. Ρεβυθιάδου (Eπιμ.). Μελέτες αφιερωμένες στην Ομότιμη Καθηγήτρια ΑΠΘ, Άννα Αναστασιάδη-Συμεωνίδη (σ. 246-262).

Τάντος, Α., Μαρκαντωνάτου, Σ., Αναστασιάδη-Συμεωνίδη, Ά., & Κυριακοπούλου, Π. (2015). Υπολογιστική γλωσσολογία. Κάλλιπος, Ανοικτές Ακαδημαϊκές Εκδόσεις. https://hdl.handle.net/11419/2205

Τάντος, Α., Αλεξανδρή, Κ., Δόση, Ι., Πούλιου, Κ., Σαββίδου, Π. & Φωτιάδου, Γ. (2015). Ανάλυση Λαθών στο Ελληνικό Σώμα Κειμένων Μαθητών (ΕΣΚΕΙΜΑΘ): Πρώτα Ευρήματα. Μελέτες για την Ελληνική Γλώσσα, 35, σελ. 719-732. Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης: Θεσσαλονίκη.

Englishbibliography

AlexandriΚ. &Κ. Frantzi (2021). Exploring the negative interference in written productions by Spanish learners of Modern Greek with the use of Learner Corpora. 14th International Conference on Greek Linguistics, 5-8 September 2019, University of Patras.

Chassignol, M., Khoroshavin, A., Klimova, A., & Bilyatdinova, A. (2018). ArtificialIntelligence trends in education: A narrative overview. Procedia Computer Science, 136,16–24.

Efthymiou, A., Fragaki, G., & Markos, Α. (2015). On the meaning and productivity of the Modern Greekprefix iper-: a corpus-based study. Proceedings of the 11th International Conference of GreekLinguistics. Rhodes. University of the Aegean.

Kilgarriff, A., Baisa, V., Bušta, J., Jakubíček, M., Kovář, V., Michelfeit, J., Rychlý, P., & Suchomel, V. (2014).The Sketch Engine. Lexicography ASIALEX 1, 7-36. https://doi.org/10.1007/s40607-014-0009-9

Krystalli, P. (2015). Using educational online games to develop linguistic competences in foreign language learning. Proceedings of International Conference of Education, Research, and Innovation (INTED 2015) (pp. 5338-5346). Spain: Seville.

McCardle, J. R. (2002). The challenge of integrating AI & smart technology in designeducation. International Journal of Technology and Design Education, 12(1), 59–76.

Sinclair, J. (1991). Corpus, Concordance, Collocation. Oxford: Oxford University Press.

Sinclair, J. (ed.) (2004). How to Use Corpora in Language Teaching.Amsterdam/Philadelphia: Benjamins..

Scientific journals:

– CALICO journal

– Computer Assisted Language Learning

– Language Learning & Technology

– Re-CALL

Students will need to connect to the examination room via their institutional account, otherwise they will not be able to participate. They will also participate in the examination with a camera which they will have open during the examination. Before the start of the examination, students will show their ID to the camera for identification.

Each student will have to answer 2 questions. Each question is graded with 5. The questions will be of critical thinking and books and notes are allowed.

Background, GeneralKnowledge, Scientific Area, Skill Development

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.

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

Decision making

Equity and inclusion

Working in an international environment

Critical thinking

Promoting free, creative and inductive thinking

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

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.

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)

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.

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.

Background, General Knowledge, Scientific Area, Skill Development

• describe the concept of “communication” and “communicative literacy” and state its main forms, specifying the criteria for separating them(ΜΑ11),

• understand the value of verbal communication in education and analyze the strategies used by the teacher to enrich and improve it (Μ5, Μ7, Μ12, Μ14),

• recognize the possibilities of non-verbal communication in education and utilize its parameters (Μ5, Μ12, Μ14),

• distinguish the types of education that result from the teacher-student communication relationship and to classify the communication types of teachers based on their pedagogical and teaching behavior (Μ1, Μ5, Μ14),

• identify the animate and inanimate factors that co-shape the school communication context and determine its dynamics (Μ5, Μ6),

• know the causes and forms of hidden and overt conflicts that are part of the daily life of a school unit and indicate ways of preventing and effectively managing them (Μ10, Μ12, Μ14).

ICT Use

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 reasoning

• Search, analyze and synthesize data and information, using the necessary technologies.

• Decision making.

• Autonomous work.

• Work in an interdisciplinary environment.

• Autonomous work.

• Working in a multidisciplinary environment.

• Respect for diversity and multiculturalism.

• Promotion of free, creative and inductive thinking.

2: Forms of communication.

3: Communication literacy.

4: Verbal communication. Cultivation strategies.

5: Non-verbal communication in education.

6: Obstacles, problems and communication disorders in the school environment.

7: Educational Communication. Fields of study.

8: Organization of pedagogical communication. The types of education.

9: Factors shaping the communication framework in the school environment.

10: Communication types of teachers.

11: School communication counseling.

12-13: Communication conflicts within school. Causes, forms, ways of management.

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to 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, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

·         Final written exam (70%).

·         Planning and presentation of individual work assignment (30%).

Stamatis, P. I. (2013). Epikoinonía stin Ekpaídefsi [Communication in education]. Athens: Diadrasi.

Kontakos, A. Th. & Stamatis, P. I. (Ed.) (2014). Mi Lektikí Epikoinonía stin Ekpaídefsi: Theoría & Praxi [Non-Verbal Communication in Education: Theory & Practice.]. Athens: Diadrasi.

2.    Additional suggested bibliography

Greek bibliography

Bakirtzis, K. (2003). I Dynamikí tis Allilepídrasis stin Epikoinonía. [The Dynamics of Interaction in Communication]. Athens: Gutenberg.

Bakirtzis, K. (2006). Epikoinonía kai Agogí[Communication and Education]. Athens: Gutenberg.

Gotovos, A. (2002). Paidagogikí Allilepídrasi. Epikoinonía kai Koinonikí Máthisi sto Scholeío. [Pedagogical Interaction. Communication and Social Learning at School]. Athens: Gutenberg.

Kontakos, A. & Polemikos, N. (2008). I Mi Lektikí Epikoinonía sto Nipiagogeío.  [Non-Verbal Communication in Kindergarten]. Athens: Ellinika Grammata.

Kontakos, A. Th. & Stamatis, P. I. (Ed.) (2017). Theoríes kai Montéla Epikoinonías stin Ekpaídefsi. [Theories and Models of Communication in Education]. Athens: Diadrasi.

Konstantinou, Ch. (2001).  I Praktikí tou Ekpaideftikoú stin Paidagogikí Epikoinonía. O Aftarchismós os Kyríarcho Gnórisma tis Yparktís Scholikís Pragmatikótitas. [The Teacher’s Practice in Pedagogical Communication. Authoritarianism as Dominant Knowledge of Existing School Reality]. Athens: Gutenberg.

McQuail D.&Windahl,  S. (2009). Modern models of communication. Athens: Kastaniotis.

Polemikos, N. & Kontakos, A. (Ed.), (2002). Ι Lektikí Epikoinonía. Sýnchrones theoritikés kai erevnitikés prosengíseis stin Elláda [Non verbal communication. Contemporary theoretical and research approaches in Greece]. Athens: Ellinika Grammata.

Stamatis, P. I. (2005). Paidagogikí mi lektikí epikoinonía. O rólos tis aptikís symperiforás stin proscholikí kai protoscholikí ilikía [Pedagogical non-verbal communication. The role of tactile behavior in preschool and primary school age]. Athens: Atrapos.

Stamatis, P. I. (2009). Paidagogikí Epikoinonía stin Proscholikí kai Protoscholikí Ekpaídefsi.[Pedagogical Communication in Preschool and Primary Education]. Athens: Atrapos.

Stamatis P. I. (2015). Proscholikí kai Protoscholikí paidagogikí. Epikoinoniakés diastáseis tis ekpaideftikís diadikasías [Preschool and Primary school pedagogy. Communicative dimensions of the educational process]. Athens: Diadrasi.

Vrettós, I. (2004). Mi Lektikí Symperiforá Ekpaideftikoú – Mathití. [Non-Verbal Teacher-Student Behavior]. Athens: Atrapos.

Foreign bibliography

Gestwicki, C. (2012). Home, School and Community Relations. USA: Cengage Learning.

Kuder, J. S. (2007). Teaching Students with Language and Communication Disabilities. USA: Allyn & Bacon.

Latham, C. & Miles, A. (2001). Communication curriculum and classroom practice. London: David Fulton Publishers.

Littlejohn, S. W. (2002). Theories of Human Communication. Belmont, C.A.: Wadsworth Publishing Co.

Miller, P. W. (2000). Nonverbal communication in the classroom. USA.: P. W. Miller & Associates.

Racine, N. (2002). Visual Communication. USA: Learning Experts.

Scott, L. M. (2000). A Survey of Communication Disorders for the Classroom Teacher. USA: Allyn & Bacon.

Simonds, C. J. & Cooper, P. J. (2011). Communication for the Classroom Teacher. USA: Pearson, Allyn & Bacon.

Ysseldyke, J. & Algozzine, B. (2006). Teaching Students with Communication Disorders. A practical guide for every teacher. USA: Corwin Press.

3.    Relevant scientific journals(Greek and foreign)

·  Ekpaideftika(in Greek)

·  Epistimes tis Agogis (in Greek)

·  KINITRO(in Greek)

·  Mentoras(in Greek)

·  Nea Paideia (in Greek)

·  Paidagogiki Epitheorisi(in Greek)

·  European Journal of Communication

·  Canadian Journal of Educational Communication

·  International Journal of Communication

·  Educational Research for Policy and Practice

·  Education Journal

Background, GeneralKnowledge, Scientific Area, Skill Development

Upon completion of the course students should:

• be able to plan teaching in the spectrum of inquiry (structured, guided, open inquiry), inside and outside school,

• select and / or create teaching materials (experimental activities, worksheets, materials and / or conceptual models, 3D objects, digital media, simulations, etc.) appropriate for the respective inquiry-based learning environments,

• be able to present orally and in writing the findings of contemporary research found in the literature on inquiry-based learning environments.

ICT Use

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 reasoning

ICT Use

Adaptation to new situations

Project design and management

Critical thinking

Promoting free, creative and inductive reasoning

The ways 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 supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to 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, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Language: Greek

Students’ assessment:

Practical work during the semester: 66%

Final task assignment and oral exams: 34%

• Koumaras, P. (2017). Teaching Physics Tomorrow. Athens: GUTENBERG Publications.

• Kariotoglou, P. (2006). Pedagogical Knowledge of Science Content. Tsachouridis Publications, Thessaloniki

Additional suggested bibliography

• Koliopoulos, D. (2004). Topics in Science Teaching. Border,

Athena.

• Chalkia, K. (2011) Teaching natural sciences, Patakis Publications, Athens

Related Scientific Journals

• International Journal of Science Education

• International Journal of Science and Mathematics Education

• International Journal of Environmental and Science Education

• Journal of Research in Science Teaching

• Journal of Science Teacher Education

• Science Education

• Research in Science Education

• Journal of Science Education and Technology

• Research in Science and Technological Education

The examination will be performed through MS TEAMS. The link will be sent to students via eclass exclusively to the institutional accounts of those who have registered for the course and have learned the terms of distance education.

Students will have to log in to the examination room through their institutional account, otherwise they will not be able to participate. They will also take part in the examination with a camera which they will have open during the examination. Before the start of the exam, students will show their identity to the camera, so that they can be identified.

Each student should answer 4 questions. Each of the questions is scored with 2.5.