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Lecturer(s)
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Öbrink Markus Johan, MgA. M.A.
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Course content
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The program is structure in three on-line lectures series and one in-presence seminar: On-line seminar 1 - From multilingualism to plurilingualism (theories and applications) On-line seminar 2 - Intercultural competences On-line seminar 3. Linguistic diversity and European Identity In-presence seminar (UPOL) The aim of the seminar will be on linking the content of the three seminars in discussion rounds and presentations held by the students. In addition, we will apply learning techniques such as EuroCom and intercomprehension and other awareness raising techniques to teach from a plurilingual and holistic perspective. In this seminar we will work on learning and teaching languages from a multilingual perspective, that is by drawing on the prior linguistic and cognitive resources of the learners. We will concentrate on the differences and similarities between the target language and the linguistic repertoire that the new language will be added to. We will apply learning techniques such as EuroCom and intercomprehension and other awareness raising techniques to teach from a plurilingual and holistic perspective.
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Learning activities and teaching methods
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Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization), Group work
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Learning outcomes
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The course will focus on testing and exchanging the best practices of the resource-focused ideas and approaches in relation to plurilingual teaching and learning agenda in higher educational settings with the aim of fostering the development a European cultural identity based on the plurality of cultures. In doing so, we put forward a view of language plurality and linguistic diversity as assets for universities, and for their staff, faculty members, students, and society.
Learning outcomes - gaining knowledge and skill on the concept and practice of plurilingualism - exploring the challenge and resourcefulness in creating classroom environments across the disciplines that open up plurilingual spaces for learning. - contributing to systemic cross-country framework/competencies framework to using a heteroglossic, plurilingual lens to move beyond 'either-or' binaries, which some teachers and students may perceive as natural, necessary, unquestionable, or unchangeable Outputs: - an Aurora specific toolkit for plurilingual teaching practices - defining a teacher and staff training course designed for academics raising awareness of students' hidden repertoires and of their role in the learning process (by showcasing how multilingual practices and plurilingual pedagogies are enacted in several Aurora universities
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Prerequisites
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English level B2
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Assessment methods and criteria
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Essay, Questionnaire
- Active attendance in class (in case of absence, a doctor's or departmental certificate must be presented). In no case is a student's absence a reason for not being prepared for the next class - all examination requirements will be completed by the student no later than the end of the examination period of the semester. - Active participation - Completing all required tasks, including submitting a final report
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Recommended literature
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