SESSION 7, Language - Literature In PE-UON
STEPUP-DC Project
Course DescriptionBasic Topics
- The didactic goal of teaching Language and Literature for EDC/HRE.
- Children’s Literature for EDC/HRE and Intercultural Education.
- Cultivating critical literacy through the teaching of Language and Literature.
- Language and discourse.
- Criteria for selecting texts for EDC/HRE.
- Designing the teaching intervention.
- Tools to be used in the teaching intervention.
Duration
The duration of the session is 9 hours (3 reading+3 learning+3 working/practicing)
Objectives
- To support students in developing a critical understanding of language as discourse.
- To support students in developing an understanding of cultivating critical literacy in language and literature modules to promote EDC/HRE.
- To support students in recognising the characteristics of children’s literature to be used for EDC/HRE and Intercultural Education.
- To familiarise students with pertinent teaching strategies and practices to be used in order to promote EDC/HRE and Intercultural Education through Language and Literature modules.
Learning outcomes
- Students will be able to critically analyse the meanings of the notions ‘language as discourse’, and ‘critical literacy’ and their application in the teaching of Language and Literature to promote EDC/HRE and intercultural education.
- Students will be able to describe the selection criteria for texts to be used in Language and Literature modules to promote EDC/HRE and Intercultural Education.
- Students will be able to develop and implement effective teaching interventions, practices, and tools in the modules of Language and Literature to promote EDC/HRE and Intercultural Education.
Outcomes and CDC
- Values
- Valuing cultural diversity
- No 2.9 Expresses the view that the cultural diversity within a society should be positively valued and appreciated.
- Valuing democracy, justice, fairness, equality and the rule of law
- No 3.12 Argues that schools should teach students about democracy and how to act as a democratic citizen.
- Attitudes
- Self-Efficacy
- No 8.44 Expresses a belief in his/her own ability to understand issues.
- Respect
- No 5.27 Gives space to others to express themselves.
- Tolerance of ambiguity
- No 9.53 Deals with uncertainty in a positive and constructive manner
- Skills
- Autonomous Learning skills
- No 10.58 Shows ability to identify resources for learning (e.g. people, books, internet)
- Analytical and critical thinking skills
- No 11.68 Can identify any discrepancies or inconsistencies or divergences in materials being analysed.
- The didactic goal of teaching Language and Literature for EDC/HRE.
- Children’s Literature for EDC/HRE and Intercultural Education.
- Cultivating critical literacy through the teaching of Language and Literature.
- Language and discourse.
- Criteria for selecting texts for EDC/HRE.
- Designing the teaching intervention.
- Tools to be used in the teaching intervention.
The duration of the session is 9 hours (3 reading+3 learning+3 working/practicing)
- To support students in developing a critical understanding of language as discourse.
- To support students in developing an understanding of cultivating critical literacy in language and literature modules to promote EDC/HRE.
- To support students in recognising the characteristics of children’s literature to be used for EDC/HRE and Intercultural Education.
- To familiarise students with pertinent teaching strategies and practices to be used in order to promote EDC/HRE and Intercultural Education through Language and Literature modules.
- Students will be able to critically analyse the meanings of the notions ‘language as discourse’, and ‘critical literacy’ and their application in the teaching of Language and Literature to promote EDC/HRE and intercultural education.
- Students will be able to describe the selection criteria for texts to be used in Language and Literature modules to promote EDC/HRE and Intercultural Education.
- Students will be able to develop and implement effective teaching interventions, practices, and tools in the modules of Language and Literature to promote EDC/HRE and Intercultural Education.
- Values
- Valuing cultural diversity
- No 2.9 Expresses the view that the cultural diversity within a society should be positively valued and appreciated.
- Valuing democracy, justice, fairness, equality and the rule of law
- No 3.12 Argues that schools should teach students about democracy and how to act as a democratic citizen.
- Valuing cultural diversity
- Attitudes
- Self-Efficacy
- No 8.44 Expresses a belief in his/her own ability to understand issues.
- Respect
- No 5.27 Gives space to others to express themselves.
- Tolerance of ambiguity
- No 9.53 Deals with uncertainty in a positive and constructive manner
- Self-Efficacy
- Skills
- Autonomous Learning skills
- No 10.58 Shows ability to identify resources for learning (e.g. people, books, internet)
- Analytical and critical thinking skills
- No 11.68 Can identify any discrepancies or inconsistencies or divergences in materials being analysed.
- Autonomous Learning skills
A series of resources that the student teacher must study in this session and a series of additional resources for further study.
A full paper and additional e-lessons on the topics of the session and additional interactive presentation of the materials, for the student teachers to study all the materials in a row.
A series of authentic, up to date and relevant activities with their accompanying materials, which deliver the intended learning outcomes of the session and are carried out face to face or E-learning with groups of student teachers.
Several types of questions to evaluate how much the student teachers have learned throughout the session (reading material, learning material and workshop).
