Integrated language didactics

foreign languages
obligatory courses

Classroom

The aim of the course is to familiarize the students with the theories, methods and techniques of language teaching based on the integration of the linguistic and cultural competences learners already possess with new ones, obtained during formal as well as informal education. The students will learn about methods and didactic materials which are being used in other educational contexts in different countries. They will critically evaluate them in order to be able to prepare their own materials, adapted to the Polish context and the target group of learners (secondary school students and adults). The classes will demonstrate to the students the effectiveness of using the integrated didactic approach while learning tertiary languages. The students will also be made aware of the fact that improving the knowledge and command of your mother tongue has a profound influence on the efficiency of learning foreign languages.

Topic areas:

1 Key concepts. Pluralistic approaches to languages and cultures: awakening to languages, intercomprehension between related languages, intercultural approach, integrated didactic approaches.

2 The place of Polish, English, French, German and other languages that the students are familiar with in the Indo-European langugage family. The Indo-European language family and other language families.

3 A comparison of vocabulary in English, Polish, French, German and other languages that the students are familiar with: cognates, borrowings, internationalisms and onomatopoeic words.

4 Idioms in English, Polish, French, German and other languages that the students know.

5 The similarities and differences between grammar structures and their meanings and use in Germanic, Romance and Slavic languages, with a focus on English, German, French and Polish.

6 Languages and language varieties spoken in Poland and in Europe. Regional and minority languages. Sign languages. The language policy of the European Union.

7 Developing plurilingual competence during a (foreign) language lesson. Multilingual strategies for language learning.

8 Intercultural competence, linguistic and cultural mediation.

9 Examples of practical application of the integrated didactic approach in European Union countries. Curricula, coursebooks, tasks.

10 Evaluation of foreign language coursebooks for secondary school students and for adults available in Poland in respect of the degree to which they use the integrated didactic approach.

11 Coursebook adaptation. Adding tasks for integrated language learning.

12 Creating materials for integrated language learning, in particular for German/French as a tertiary language (German/French after English).

Selected bibliography:

Bourlier, K., Vercollier, A., Vercollier, C. 2004. Grammaire corrective du français pour anglophones. Niveaux : Avancé - B2 - C1.CLE International.

Coulmas, F. 2018. An Introduction to Multilingualism: Language in a Changing World. Oxford: Oxford University Press.

De Angelis, G. 2007. Third or Additional Language Acquisition. Clevedon: Multilingual Matters.

Di Giura, M., Huw, T. R., Wagle, A. 2015. Grammaire Contrastive. For English Speakers A1-A2. CLE International.

Dorren, G. 2015. Lingo: A Language Spotter's Guide to Europe. Profile Books.

Edwards, J. 2012. Multilingualism. Understanding Linguistic Diversity, Continuum International Publishing Group.

Helmchen Christian, Melo-Pfeifer Silvia (eds.). 2018. Plurilingual Literacy Practices at School and in Teacher Education. Peter Lang.

Hufeisen, B. and Neuner, G. 2004. Le concept de plurilinguisme – Apprentissage d’une langue tertiaire – l’allemand après l’anglais. Strasbourg: Editions du Cinseil de l'Europe. (available at: https://www.ecml.at/Resources/ECMLresources/tabid/277/ID/77/language/en-GB/Default.aspx)

Kucharczyk, R. 2018. Nauczanie języków obcych a dydaktyka wielojęzyczności (na przykładzie francuskiego jako drugiego języka obcego). Werset: Lublin.

Ludy i języki świata. PWN Leksykon.2000. Warszawa: Wydawnictwo Naukowe PWN.

Morton, J. 2013. English Grammar for Students of French. Olivia & Hill Press.

Trask, R. L. 2010. Why do languages change? Cambridge University Press: Cambridge.

Wokusch, S. 2005. Didactique intégrée: vers une définition. In: Babylonia, 4, 14–16.

Websites and webpages:

https://www.ecml.at/

https://carap.ecml.at/CARAPinEurope/tabid/3045/language/en-GB/Default.aspx

https://www.coe.int/en/web/platform-plurilingual-intercultural-language-education

https://www.coe.int/en/web/language-policy/home

https://www.coe.int/en/web/language-policy/three-fundamental-guides

https://carap.ecml.at/Keyconcepts/tabid/2681/language/en-GB/Default.aspx

https://hi.hofstede-insights.com/national-culture

KNOWLEDGE

The student knows and understands:

S_W01 to an in-depth degree chosen facts, theories, institutions, processes and phenomena related to integrated teaching and learning of languages, which have practical application in teaching foreign languages at the third educational stage and in adult and higher education

S_W02 essential terminology from the field of studies: linguistics, methodology of language teaching and learning, particularly in relation to integrated didactics and other pluralistic approaches

S_W03 innovative ideas of integrated teaching of languages and content subjects

S_W04 methods of performing tasks based on educational research, norms, procedures and good practice applied in various educational institutions, schools of higher education and institutions connected with integrated language teaching (programmes, coursebooks, example tasks)

S_W21 the core curriculum for teaching English and, optionally, French or German, at the third educational stage and language teaching programmes in higher education and the degree to which they use the integrated didactic approach

SKILLS

The student is able to:

S_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods, including advanced information and communication technology, in Polish and English and in French

S_U04 apply the assumptions and requirements of the core curriculum for foreign language teaching at the third educational stage using the integrated didactic approach

S_U05 perform educational tasks using digital tools, methods of remote communication and various media

SOCIAL COMPETENCES

The student is prepared to:

S_KO2 critically reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training, consult experts in the case of difficulties

S_K04 fulfill social obligations, inspire and organise activities in favour of the social environment, build civil society, initiate actions for the public good, think and act in an entrepreneurial manner

S_K05 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context

S_K06 interact and work in a group, performing various roles

Assessment:

Attendance and class participation: 10% of the final grade

Work on the Moodle platform: 30% of the final grade

Test: 20% of the final grade

Project work and presentation: 40% of the final grade