(in Polish) Dydaktyka wielojęzyczości

elective courses

Proficiency in Spanish or Portuguese at level C1, implementation of classes as part of the teacher preparation programme.

Classroom

The course in Didactics of Multilingualism complements the subject didactics course with content showing language teaching in a multilingual and plurilingual context. Its aim is to effectively prepare you to work as a teacher of Spanish/Portuguese using the potential of your knowledge and experience in the acquisition of other languages by potential learners.

The course in the didactics of multilingualism complements the course in subject didactics with content showing language teaching in a multilingual and plurilingual context. Its aim is to effectively prepare you to work as a teacher of Spanish/Portuguese using the potential of your knowledge and experience in the acquisition of other languages by potential learners. Participants in the course will be introduced to the concept of didactics of multilingualism and to approaches and working methods that support multilingual development and the parallel learning of more languages.

The specific content of the course includes the following topics:

1. Multilingualism and plurilingualism as elements of European language policy

2. Psycholinguistic foundations of multilingualism

3. Models of multilingual development

4. Developments of the didactics of multilingualism

5. The concept of integrated language didactics

6 Intercomprehension in the practice

7 The concept of language awakening

8 The concept of intercommunication

9. Multilingual workshops

10. Creative lesson planning

11 Strategies for the parallel learning of more languages

Chłopek Z., 2011, Nabywanie języków trzecich i kolejnych oraz wielojęzyczność, Aspekty psycholingwistyczne (i inne), Wydawnictwo Uniwersytetu Wrocławskiego, Wrocław.

Dufour M., 2018, Intercomprehension; a reflexive methodology in language education, Éducation et sociétés plurilingues 44/2018, 71-84.

Gębal P.E., 2019, Dydaktyka języków obcych. Wprowadzenie, Wydawnictwo Naukowe PWN, Warszawa.

Iñesta Mena E.M., Pascual Diez J., 2015, Didáctica para el plurilinguismo en la formación de maestros: estudio empirico desde el Prácticum, Aula Abierta, 43 (02), 94-101.

Kucharczyk R., 2018, Nauczanie języków obcych a dydaktyka wielojęzyczności, Werset, Lublin.

Otwinowska-Kasztelanic A., 2014, Does multilingualism influence plurilingual awareness of Polish teachers of English?, International Journal of Multilingualism 11 (1), 97-119.

Sánchez A.., 2009, La enseñanza de idiomas en los últimos cien años. Métodos y enfoques, SGEL-Educación, Madrid.

In terms of knowledge, the student knows and understands:

D.1.W1: the place of the didactics of multilingualism in the framework teaching plans at different educational stages;

D.1.W2: the core curriculum of the subject, learning objectives and teaching content of the subject or language classes taught, taking into account the concepts of the didactics of multilingualism;

D.1.W3: intra- and inter-subject integration; curriculum issues - creation and modification, analysis, evaluation, selection and validation, and principles of designing the learning process and the distribution of material, taking into account the concepts of the didactics of multilingualism;

D.1.W4: substantive, didactic and educational competences of the teacher, allowing for the implementation of classes in the stream of the concept of didactics of multilingualism;

D.1.W5: conventional and unconventional approaches in the didactics of multilingualism, including activating methods and the project method, the process of learning by doing, scientific discovery or inquiry, and student research work;

D.1.W6: the methodology for the implementation of individual learning content within the didactics of multilingualism - content and methodological solutions, good practice, adapting interventions to the needs and abilities of students or groups of students with different potential and learning styles;

D.1.W7: the organisation of multilingual teaching in the classroom and in groups: the need to individualise teaching, the issue of interdisciplinary teaching;;

D.1.W8: ways of organising the classroom space for teaching taking into account the principles of didactics of multilingualism;

D.1.W9: the importance of developing an attitude of responsible and critical use of digital media and respect for intellectual property rights

In terms of skills, the student is able to:

D.1.U1: identify typical lesson activities in the field of didactics of multilingualism with the learning objectives, in particular with the general requirements of the core curriculum, and with the key competences;

D.1.U2: analyse the timetable of the material and supplement it with content related to the concept of the didactics of multilingualism;

D.1.U3: identify links between the content of the didactics of multilingualism and other content in language didactics;

D.1.U4: adapt the mode of communication to the developmental level of learners;

D.1.U5: create teaching situations for the activity and development of the interests of multilingual learners; D.1.U5: create teaching situations for the activity and development of the interests of multilingual learners;

D.1.U6: undertake effective cooperation promoting multilingualism in the didactic process with the parents or guardians of students, school staff and the extracurricular environment; D.1.U6: create effective cooperation promoting multilingualism in the didactic process with the parents or guardians of students, school staff and the extracurricular environment;

D.1.U7: select classroom methods and teaching resources, including ICT, that activate students and take into account their diverse multilingual learning needs

D.1.U8: substantively, professionally and reliably assess students' work done in class and at home;

D.1.U9: construct a test to assess given pupils' skills;

In terms of knowledge, the student knows and understands:

D.1.W1: the place of the didactics of multilingualism in the framework teaching plans at different educational stages;

D.1.W2: the core curriculum of the subject, learning objectives and teaching content of the subject or language classes taught, taking into account the concepts of the didactics of multilingualism;

D.1.W3: intra- and inter-subject integration; curriculum issues - creation and modification, analysis, evaluation, selection and validation, and principles of designing the learning process and the distribution of material, taking into account the concepts of the didactics of multilingualism;

D.1.W4: substantive, didactic and educational competences of the teacher, allowing for the implementation of classes in the stream of the concept of didactics of multilingualism;

D.1.W5: conventional and unconventional approaches in the didactics of multilingualism, including activating methods and the project method, the process of learning by doing, scientific discovery or inquiry, and student research work;

D.1.W6: the methodology for the implementation of individual learning content within the didactics of multilingualism - content and methodological solutions, good practice, adapting interventions to the needs and abilities of students or groups of students with different potential and learning styles;

D.1.W7: the organisation of multilingual teaching in the classroom and in groups: the need to individualise teaching, the issue of interdisciplinary teaching;;

D.1.W8: ways of organising the classroom space for teaching taking into account the principles of didactics of multilingualism;

D.1.W9: the importance of developing an attitude of responsible and critical use of digital media and respect for intellectual property rights

In terms of skills, the student is able to:

D.1.U1: identify typical lesson activities in the field of didactics of multilingualism with the learning objectives, in particular with the general requirements of the core curriculum, and with the key competences;

D.1.U2: analyse the timetable of the material and supplement it with content related to the concept of the didactics of multilingualism;

D.1.U3: identify links between the content of the didactics of multilingualism and other content in language didactics;

D.1.U4: adapt the mode of communication to the developmental level of learners;

D.1.U5: create teaching situations for the activity and development of the interests of multilingual learners; D.1.U5: create teaching situations for the activity and development of the interests of multilingual learners;

D.1.U6: undertake effective cooperation promoting multilingualism in the didactic process with the parents or guardians of students, school staff and the extracurricular environment; D.1.U6: create effective cooperation promoting multilingualism in the didactic process with the parents or guardians of students, school staff and the extracurricular environment;

D.1.U7: select classroom methods and teaching resources, including ICT, that activate students and take into account their diverse multilingual learning needs

D.1.U8: substantively, professionally and reliably assess students' work done in class and at home;

D.1.U9: construct a test to assess given pupils' skills;

D.1.U10: recognise typical activities carried out in accordance with the concept of didactics of multilingualism and use them in the didactic process;

D.1.U11: carry out a preliminary diagnosis of the student's multilingual skills.

In terms of social competences, the student is ready to:

D.1.K1: adapt working methods to the needs and different learning styles of students;

D.1.K2: popularise multilingualism among students and in the school and extracurricular environment;

D.1.K3: encourage students to attempt research and systematic multilingual development;

D.1.K4: promote responsible and critical use of digital media and respect for intellectual property rights;

D.1.K5: develop students' collaborative skills, including group problem solving;

D.1.K6: build a system of values and develop pupils' ethical attitudes and shape their communicative competence and cultural habits;

D.1.K7: develop students' curiosity, activity and independence of cognition, as well as logical and critical thinking;

D.1.K8: shape the habit of systematic learning and use of various sources of knowledge, including the Internet;

D.1.K9: stimulate students to become lifelong learners through independent work.

Class work, final project