The Multilingual and Intercultural Education Course

obligatory courses

Blended learning

Course's aim is to familiarize the students with the concept of multilingual and intercultural education, also with documents related to these concepts. During this course, students will learn about multilingualism and interculturalism in Europe and other parts of the world. The course enhances development of already possessed multilingual and intercultural competences, helps to sensitize the students in the context of cultural and language diversity and leads to acceptance of it. While studying materials that develop interculural and multilingual competenece among pupils, future teachers acquire skills that may help them in organising foreign language classes. Students will attain knowledge and skills connected with preparing and presenting projects by creating their own projects that will also be presented in front of the whole group.

During the course trainees will acquire knowledge, practice their skills and give consideration for their language biography and for ways of expanding intercultural and bilingual competence of their future students.

The topics of individual classes are:

1. Introduction to the course. Introduction of the trainees. The lecturer shows the importance of intercultural and multilingual education.

2. Language autobiography.

3. Multilingual diversity in Europe and other parts of the world.

4. The genesis of multilingual education – basic documents and European institutions' projects in the field of multilingualism. Documents that contain general ideas about plurilingualism and pluriculturalism – may be helpful in future teacher's job.

5. Basic information about the Common European Framework of Reference for Languages (CEFR) and projects connected to this document, such as „A framework of reference for pluralistic approaches” (FREPA).

6. The concept of multilingualism according to CEFR – definition and description of multilingual and intercultural competence. Profits resulting from developing multilingual and intercultural competence.

7. Internal and external resources essential in the development of pluralistic competence in the context of languages and culture. Determinants of multilingual and intercultural competence in aspects of knowledge (K), attitude (A) and skills (S). Multilingual resources: newspapers and magazines in different languages, information about world-known polyglotes and Polish literature translators.

8. Language policy of the European Union and the Council of Europe. Information about language policy and most significant cultural aspects in several countries.

9. Materials useful in development of multilingual and intercultural competence published as a part of European projects. Analysis and presentation of projects created by students of previous years.

10. European Centre of Modern Languages (ECML) – the essence of the endeavour and its publications.

11. European educational programmes, such as Erasmus+. Presentation of other educational projects fostered by the European Comission.

12. Intercultural education and materials helpful in its development.

13. Presentation of students' final projects.

14. Summary of the course and final assessment.

Materials presented below will be presented during classes. Student's task is to read, and therefore know the content of the materials presented during the course (in case of absence – reading them in the library or consulting with the lecturer, also by collecting information from proposed websites). It is required to read the articles presented in the bibliography and to look over suggeted websites.

Candelier M. Schröder-Sura, A. “Wspieranie rozwoju kompetencji różnojęzycznych i międzykulturowych w klasie szkolnej”, w: Języki Obce w Szkole, 2012/04

http://jows.pl/node/322

„Jak uczyć się języków obcych” publikacja UE, 2010

http://bookshop.europa.eu/pl/jak-uczy-si-j-zyk-w-obcych-pbNC7809568/

Olszewska A., Zawadzka, A., „Przespaceruj się w moich butach – o spotkaniach międzykulturowych” Instytut Spraw Publicznych, 2009

http://www.archiwum.isp.org.pl/publikacja/wyszukiwarka/379/znajdz

Additional materials for consulting:

„Autobiografia Spotkań Międzykulturowych” (polish version)

http://www.coe.int/t/dg4/autobiography/Source/AIE_pl/AIE_autobiography_pl.pdf

Autobiography of Intercultural Encounters (AIE)

http://www.coe.int/t/dg4/autobiography/default_en.asp

Candelier M. (dir.) (2003): Janua Linguarum - The Gateway to languages. The introduction of language awareness into the curriculum: Awakening to languages, ECML, Graz.

http://www.ecml.at/doccentre/abstract.asp?r=58&l=e

Guide for the development of language education policies in Europe, (2007), Language Policy Division, Council of Europe, Strasbourg, www.coe.int/lang

http://www.coe.int/t/dg4/linguistic/Source/Guide_Main_Beacco2007_EN.doc

Europejski system opisu kształcenia językowego: uczenie się, nauczanie, ocenianie (ESOKJ), (2003), CODN,

Komorowska H. „Europejski system opisu kształcenia językowego” w pracy nauczyciela, Języki Obce w Szkole, nr 6, CODN, Warszawa, str. 76-79

http://codn.codn.edu.pl/portfolio/doc/2003_06_74_80.pdf

Murkowska A, Zielińska J. (2003): Różnojęzyczność i wielokulturowość w kształceniu nauczycieli języków obcych, Języki Obce w Szkole nr 6 „My w Europie”, CODN Warszawa, str. 107-111.

Newby D. (dir.), Europejskie portfolio dla studentów – przyszłych nauczycieli języków obcych, (2007), CODN, Warszawa.

http://www.ecml.at/mtp2/publications/C3_Epostl_E_internet.pdf

Zielińska J., Woynarowska-Sołdan M. (2009): Rozwijanie kompetencji różnojęzycznej i różnokulturowej. Doświadczenia z realizacji projektu Ja-Ling in "Europejski Wymiar Edukacji - program Comenius w Polsce", FRSE, 2012

http://issuu.com/frse/docs/europejski_wymiar_edukacji_internet_1_3_/1

European Language Portfolio:

Europejskie Portfolio Językowe (EPJ) w wersji elektronicznej dostępne na stronie ORE (Ośrodek Rozwoju Edukacji)

http://www.ore.edu.pl/index.php?option=com_content&view=article&id=1600&Itemid=1571

Głowacka B. (2005): Czego Janek się nauczy … Przewodnik metodyczny dla nauczycieli do Europejskiego Portfolio Językowego dla uczniów od 10 do 15 lat, Wydawnictwo CODN, Warszawa.

Europejskie Portfolio Językowe dla dzieci od 6 do10 lat (2006), Wydawnictwo CODN, Warszawa.

Europejskie Portfolio Językowe dla uczniów od 10 do 15 lat (2004), Wydawnictwo CODN, Warszawa.

Europejskie Portfolio Językowe dla dorosłych (2005), Wydawnictwo CODN, Warszawa.

Europejskie Portfolio Językowe dla uczniów szkół ponadgimnazjalnych i studentów, (2005). CODN, Warszawa.

Moje pierwsze europejskie portfolio językowe, dla dzieci od 3 do 6 lat: (2007), CODN, Warszawa.

Pamuła M., Rzyska J., Dobkowska M., (2007), Moje pierwsze europejskie portfolio językowe, dla dzieci od 3 do 6 lat - Poradnik dla rodziców i nauczycieli Wydawnictwo CODN, Warszawa.

Newby D. (dir.), Europejskie portfolio dla studentów – przyszłych nauczycieli języków obcych, (2007), Wydawnictwo CODN, Warszawa.

http://www.ecml.at/mtp2/publications/C3_Epostl_E_internet.pdf (wersja angielska

Documents published by the European Comission:

Po europejsku. Języki w Unii Europejskiej (2008)

http://ec.europa.eu/publications/booklets/move/74/index_pl.htm

Wersja angielska:

Speaking for Europe, Languages in the European Union, (2008),

http://ec.europa.eu/publications/booklets/move/74/index_en.htm

Wielojęzyczność, atut dla Europy I wspólne zobowiązanie

http://ec.europa.eu/languages/documents/2008_0566_pl.pdf

Wersja angielska

Multilingualism, an asset for Europe and a shared commitment

http://ec.europa.eu/languages/pdf/comm2008_en.pdf

Zbawienne wyzwanie. W jaki sposób wielość języków mogłaby skonsolidować Europę

http://ec.europa.eu/education/languages/archive/doc/maalouf/report_pl.pdf

Wersja angielska

A Rewerding Challenge. How the multiplicity of languages could strengthen Europe

http://ec.europa.eu/education/languages/archive/doc/maalouf/report_en.pdf

Documents published by the Council of Europe:

White Paper on Intercultural Dialogue

http://www.coe.int/t/dg4/intercultural/source/white%20paper_final_revised_en.pdf

Publikacje ECML/CELV (Europejskie Centrum Języków Nowożytnych Rady Europy)

http://www.ecml.at/

Knowledge

K_W03 the student has an understanding of the basic academic terms appropriate for teaching foreign languages H1P_W03

K_W05 the student has a basic knowledge of the standards of practice in institutions related to the teaching of foreign languages H1P_W07

K_W21 the student has an elementary knowledge of the methodology to perform common tasks; the standards and procedures used in different educational areas H1A_W04

K_W25 the student has a basic knowledge of the learners, and the methods of diagnosing their needs and assess the quality of educational services H1P_W

Skills

K_U01 the student is able to search, analyse, evaluate, select and use information using a variety of sources and methods H1P_U01

K_U02 the student has the necessary level of self-study skills to use a variety of sources (using their first and any other language/ new technologies (ICT) to acquire knowledge and develop their professional competences in teaching foreign languages, H1P_U02

H1A U01 H1A U03 H1A_U10

K_U03 the student is capable of planning and implementing projects related to typical foreign language teaching enviroments at the second stage of education H1P_U03

K_U04 the student possesses the basic organisational skills required for the planning and carrying out the teaching of foreign languages H1P_U04

K_U12 the student has the ability to prepare oral presentations, in Polish and another language for specific purposes, using basic theoretical approaches, as well as a variety of sources H1P_U13

K_U24 the student is able to perform the various roles required for working as a team, is willing to accept and assign tasks, and possesses the elementary organisational skills necessary in designing and implementing professional activities H1A_U05

K_U25 the student is able to analyse their own actions and identify possible areas for change in the future S1A_U06

Social competences

K_K01 the student understands the importance of lifelong learning H1P_K01

K_K02 the student is able to interact and work in a group H1P_K02

K_K03 the student can correctly identify the priorities for the implementation of specified tasks H1P_K03

K_K04 the student correctly identifies and resolves dilemmas associated with the profession H1P_K04

K_K07 the student is aware of the level of their skills and knowledge and understands the need for on-going training and personal development H1A K01 H1A K04 S1A_K02

K_K08 the student is committed to the need to take action both in academic and non-academic matters during and outside school hours, maintaining a consistently professional and positive attitude towards their role as a teacher S1A_K07

K_K12 the student is prepared to actively participate in those groups, organisations and institutions that implement educational activities and is able to communicate with specialists and non-specialists in the field of education S1A K02 H1A_K02

The basis of getting a positive mark is:

- attendance during classes,

- preparation for the classes: information from the bibliography has to be ingested (booklets, brochures, articles and websites), giving presentations, records and meterials from the classes (portfolio)

- activity during classes (participation in discussion)

- prepraring presentations related to the subject matter,

- creating and presenting the final project

Assessment criteria

Tasks that will be assessed:

- preparation for the classes, activity during classes, records from the course (portfolio) – 20% of the final grade;

- midterm presentations and on-going controls – 20% of the final mark;

- Educational Project – 60% of the final mark

Assessment criteria realted to the Educational Project:

- compatibility with the instructions;

- cultural perspective of the project and its accuracy;

- structure of the paper (logic, style, clarity, bibliography)

- individual opinion of every group member about the project and preaparation process;

- the way of presenting the final effects.

Student's input:

- 30 hours of participation in the course,

- 15 hours of individual preparation (essential to acquire expected results of learning throughout the course; final project)

Given 2 ECTS points consist of:

- contact hours, active participation and attendance during classes = 1,5 ECTS points;

- preparation of the obligatory presentations and the final project = 0,5 ECTS point