Integrated language didactics 4100-IMZKJNIEM

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
Verification: test and reports on recommended literature

S_W03 innovative ideas of integrated teaching of languages and content subjects
Verification: applying integrated teaching in practice (microteaching)

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)

Verification: Students' knowledge is checked after the presentation of examples of practical application of integrated language teaching (particularly in Switzerland and Germany).

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

Verification: analysis of the foreign language teaching curricula in respect of elements of integrated language teaching and learning

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 German

Verification: analysis and evaluation of integrated language didactics curricula and teaching materials in respect of their usefulness for Polish students

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

Verification: adapting the teaching materials designed by the students in accordance with the criteria of the integrated language didactics approach to the core curriculum for foreign language teaching at the third educational stage

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

Verification: designing teaching materials for secondary school and university students employing the methods used by the pluralistic approaches to teaching languages and cultures

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

Verification: evaluation of teaching materials in respect of their usefulness for language teaching which is more effective than the traditional, monolingual, methods

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:

Work on the Moodle platform and class participation: 40% of the final grade

Test: 20% of the final grade

Project work and presentation: 40% of the final grade

Selected bibliography

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.
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. 2003. Mehrsprachigkeitskonzept – Tertiärsprachenlernen – Deutsch nach Englisch. Strasbourg: Council of Europe Publishing. (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). Lublin: Werset.
Ludy i języki świata. PWN Leksykon.2000. Warszawa: Wydawnictwo Naukowe PWN.
Trask, R. L. 2010. Why do languages change? Cambridge: Cambridge University Press.
Wokusch, S. 2005. Didactique intégrée: vers une définition. In: Babylonia, 4, 14–16.
Zorach, C., Melin, C. 2014. English Grammar for Students of German. Olivia & Hill Press.

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

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

• Description of 4100-IMZKJNIEM in USOSweb