Plurilingual and pluricultural education II 4100-5SERIWOII

Knowledge: the student knows and understands

K_W01 to an in-depth degree chosen facts, theories, institutions, processes and phenomena related to pluralistic approches and the language policy of the European Union, which have practical application in teaching foreign languages at the first and second educational stages
K_W02 essential terminology from the field of plurilingual and pluricultural education
K_W03 the methods, norms, procedures and standards of practice in educational institutions which promote plurilingual and pluricultural education
K_W16 to a significant extent the process of interpersonal communication and social patterns in Polish
K_W19 the core curriculum regarding the content of teaching English and, optionally, French or German, at the first and second educational stages and associated typical learning difficulties

Skills: the student is able to

K_U01 search, analyse, evaluate, select and use information, using a variety of sources and methods in Polish and English and, optionally, in French or German
K_U02 independently plan and implement typical projects related to foreign language teaching environments (including kindergartens and primary schools) and other institutions related to teaching foreign languages
K_U15 speak and write in a precise and coherent way in Polish on topics related to plurilingual and pluricultural education, applying different theoretical approaches and using findings from disciplines related to the pluralistic approaches to language teaching and learning
K_U20 work in a team, performing various roles, is able to accept and assign tasks, possesses the elementary organisational skills necessary for achieving aims connected with designing and implementing professional educational activities

Social competences: the student is prepared to

K_K01 pursue lifelong learning and develop their own plurilingual competence as well as that of their learners
K_K03 take responsibility for the promotion and preservation of the cultural heritage of the region, country and Europe
K_K04 conduct interpersonal and intercultural communication mediating with participants in the teaching-learning process in a local and global context
K_K05 interact and work in a group, performing various roles
K_K09 undertake psychological, pedagogic and educational actions in kindergarten, school and out-of-school settings; is confident of their meaning and appropriateness, is ready to face professional challenges

Assessment Methods and Criteria
Course Completion Requirements
The course is assessed on the basis of:
• Attendance at classes.
• Preparation for classes (familiarity with recommended materials, including brochures, articles and websites).
• Completion of a group project, delivery of a presentation and submission of the required documentation.
• Active participation in discussions and reflection activities.
Attendance Requirements
• Attendance at all classes is compulsory.
• One absence is permitted during the cycle of seven classes per semester. Any additional absences must be made up by attending another group's class (with the instructor's consent) or completing an additional assignment.
• The maximum permitted number of absences per semester is three. Students who exceed this limit must repeat the course in the following academic year.
• Attendance does not affect the final grade but is a formal requirement for course completion.
Conditions for Passing the Course
To pass the course, students must:
• Participate in the preparation and delivery of the group project and presentation.
• Obtain the minimum required number of points for the assessed assignment.
• Submit an individual Self-Assessment Form in accordance with the instructions.
Final Assessment – Plurilingual and Multicultural Education (Year 3)
The final grade is based on one assessed assignment consisting of a group component and an individual component.
Project: "Cultural and Linguistic Diversity in Poland" (maximum 50 points) – 100%
Related learning outcomes:
Knowledge: K_W02, K_W16
Skills: K_U01, K_U02, K_U15, K_U20
Social competences: K_K01, K_K03, K_K05
Assessment Criteria
A. Group Component – Multimedia Presentation and Oral Presentation (30 points)
• Content: accuracy, relevance and completeness of the information presented (up to 10 points).
• Quality of the multimedia presentation: clarity, organisation of content and selection of illustrative materials (up to 6 points).
• Organisation and delivery of the oral presentation: coherence, presentation skills and adherence to the allocated time (up to 6 points).
• Participation of all group members and appropriate distribution of tasks during the presentation (up to 4 points).
• Interaction with the audience, audience engagement and responses to questions (up to 4 points).
Maximum score: 30 points.
B. Individual Component – Self-Assessment Form (20 points)
• Timely submission of the Self-Assessment Form (2 points).
• Compliance with the instructions and completeness of the document (2 points).
• Quality of the project description: a detailed and accurate account of its objectives, implementation and main outcomes (4 points).
• Detailed description of the student's individual contribution to the preparation and delivery of the presentation, including tasks performed and responsibilities undertaken (4 points).
• Quality of self-assessment: critical reflection on individual performance and group collaboration, identification of strengths, difficulties and lessons learned (4 points).
• Selection and justification of source materials: a minimum of three sources, including their titles, identifying details, a brief description of their content and an explanation of how they were used in the project (4 points).
Maximum score: 20 points.
Final Scoring
Maximum score for the assessed assignment: 50 points.
• Group component – 30 points (60%).
• Individual component – 20 points (40%).
The minimum passing threshold is 60%, equivalent to 30 points.
Grading Scale
Points Grade
0–29 2.0 – Fail
30–34 3.0 – Satisfactory
35–38 3.5 – Satisfactory Plus
39–42 4.0 – Good
43–46 4.5 – Good Plus
47–50 5.0 – Very Good
Additional Information
If an assignment is not submitted by the deadline or receives a failing grade, the student is entitled to resubmit or improve the assignment by an agreed deadline or during the resit examination period.
The use of AI tools and language-processing technologies is permitted only with the instructor's consent and prior approval of the intended scope of their use.
Using such tools without the instructor's consent and prior agreement will be considered a violation of the requirement for independent work. This will result in the assignment being classified as non-independent work and receiving a failing grade.

Autobiografia Spotkań Międzykulturowych” (wersja polska)

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., Schröder-Sura, A. “Wspieranie rozwoju kompetencji różnojęzycznych i międzykulturowych w klasie szkolnej”, in Języki Obce w Szkole, 2013

http://www.jows.pl/

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

Wersja francuska (opis): Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) –

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.

Un défi salutaire - Comment la multiplicité des langues pourrait consolider l’Europe, Propositions du groupe des intellectuels pour le dialogue interculturel constitué à l’initiative de la Commission Européenne, Bruxelles, 2008

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

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

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

Publikacja Ministerstwa Edukacji Narodowej – Luksemburg

„Ouverture aux langues à l'école. Vers des compétences plurilingues et pluriculturelles. »

http://www.men.public.lu/catalogue-publications/themes-pedagogiques/enseignement-langues/langues-ecole/fr.pdf

Europejskie Portfolio Językowe

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.

Materiały dydaktyczne:

Zeszyty ćwiczeń dla uczniów i przewodniki dla nauczyciela do rozwijania kompetencji różnojęzycznej i różnokulturowej): publikacje sponsorowane przez Ja-Ling COMENIUS 95040-CP-1-2001-DE-COMENIUS-C21)

Zielińska J., Woynarowska-Sołdan M, Lutyńska K. (2004): Zwierzęta mówią.

Zielińska J., Woynarowska- Sołdan M., Trawińska M. (2004): Piosenka pt. „Panie Janie” w różnych językach.

Zielińska J., Woynarowska-Sołdan M., Wojciechowska K. (2004): Międzynarodowa klasa.

Zielińska J., Pilichowska E, Woynarowska-Sołdan M. (2004): Jak się nie bać wielojęzycznego wilka.

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Gorlińska M., Harry Potter plurilingue, Zeszyt dla nauczyciela, UKKNJF/WSiP

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Szpryngwald D., Dans l'univers des prénoms et des noms, Zeszyt dla ucznia, UKKNJF/WSiP

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Szpryngwald D, Dans l'univers des prénoms et des noms, Zeszyt dla nauczyciela, UKKNJF/WSiP

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Gryz M., A travers l'Europe des Langues, Zeszyt dla ucznia, UKKNJF/WSiP

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Gryz M., A travers l'Europe des Langues, Zeszyt dla nauczyciela, UKKNJF/WSiP

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Budzik E., Dans le monde des gestes, Zeszyt dla ucznia, UKKNJF/WSiP

Zielińska J., Woynarowska-Sołdan M., Woźniak C., Budzik E., Dans le monde des gestes Zeszyt dla nauczyciela, UKKNJF/WSiP

Gwiazdecka E., Zielińska J., (2011): Baśniowy świat języków, Fundacja Aspekty, Warszawa

Gwiazdecka E., Zielińska J., (2012): Językowe podróże kota w butach, Fundacja Aspekty, Warszawa

Gwiazdecka E., Zielińska J., (2013): Językowe przygody Kasi Morel, Fundacja Aspekty, Warszawa

Materiały dydaktyczne francuskie i szwajcarskie

Kervran M., (Coordination) (2006-2013). Collection Au quotidien – Les langues du monde – Observation réfléchie des langues – Cycle 1, Cycle 2 et Cycle 3. Scérén, CRDP Bretagne

Perregaux, Chr., de Goumoëns, Cl., Jeannot, D. & de Pietro, J.-F. (Dir.)(2002). Education au langage et Ouverture aux langues à l'école (EOLE). Neuchâtel : Secrétariat général de la CIIP. [Volume 1, Volume 2]

Projekt Europejskiego Centrum Języków Nowozytnych Rady Europy

FREPA/CARAP

A framework of reference for pluralistic approaches to languages and cultures

https://carap.ecml.at/

FREPA w j. polskim

https://www.ore.edu.pl/2017/12/polska-wersja-publikacji-rady-europy-system-opisu-pluralistycznych-podejsc-do-jezykow-i-kultur/