Multilingualism didactics 3305-DW-U

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

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.

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 3305-DW-U in USOSweb