Παρουσίαση/Προβολή

Theorizing, understanding and exploiting our learners' everyday English literacies in the EFL classroom (e-workshop)

(ENG116) - Dr. Anastasia Rothoni

Περιγραφή Μαθήματος

This course aims to focus student teachers’ attention on their learners’ everyday English literacy practices, that is, what their learners actually do with English outside school. Although there is now plenty of evidence that young people have rich experiences with and learn a great deal of English outside school walls, this knowledge is often devalued by the official school system and is even ignored by teachers themselves. By the end of the course, participants will have hopefully become more aware of the strong presence that English has in young people’s everyday lives and, perhaps more importantly, of the ways they can acknowledge and capitalize on young people’s everyday English use.

Ημερομηνία δημιουργίας

Τετάρτη 14 Οκτωβρίου 2020

Σελίδα Μαθήματος

Περίγραμμα

Course Objectives/Goals

Aims:

to raise participants’ awareness of the strong presence that English has in their learners’ everyday lives
to encourage participants to find ways to capitalize on their learners’ everyday English language use for their teaching purposes

Objectives:

to present examples of how young learners actually use the English language in their free time
to guide participants to develop ways to identify and recognize their learners’ everyday English literacy practices
to guide participants to develop in practice their own ways to draw upon their learners’ everyday English literacy practices
to demonstrate to participants how to involve their learners in the creation of a ‘wiki’
to guide participants to design their own activities that incorporate learners’ out-of-school literacy practices and interests

Course Syllabus

WEEK 1	- Orientation session - Presentation of theoretical framework - The concepts of ‘literacy’ and ‘out-of-school literacy’ (traditional and social approaches) - Presenting young learners’ out-of-school literacy practices with English – Examples
WEEK 2	- The benefits of incorporating learners’ out-of-school literacy practices in the classroom - Discussing ways to acknowledge learners’ out-of-school literacy practices - Designing activities that take into account learners’ out-of-school literacy practices - Overview of useful activities
WEEK 3	- Introducing participants to ‘wikis’ as a tool for collaborative writing - Demonstrating how to design a wiki - “Ten favourite songs”: A wiki drawing on learners’ out-of-school literacy practices
WEEK 4	- Pedagogical implications - Possible challenges & constraints for English language teachers - Workshop conclusion

Assessment Methods

Take into account the following before initiating your e-study:

All tasks and assignments are carried out individually.
In assignments, feedback is provided electronically by the instructor (via the eclass messages)
In tasks/quizzes, your scores will be saved by the system for your final evaluation.

Final assessment will be based on students’ performance in all tasks (40%) and the two assignments (60%).

1. Workshop tasks/activities (10 points per session - 40%)

2. Designing an activity that incorporates a learner’s (self-produced) out-of-school text and its associated literacy practice (30%)

3. Creating a wiki based on learners' out-of-school practices (30%)

Additional info

Interaction opportunities

Each student has the opportunity through the eclass platform to suggest books or papers that s/he came across and found interesting.
S/he may also initiate a discussion with the members of his/her group or with the members of the rest of the groups.
The instructor may pose questions to students at all stages of the course.
S/he will also provide opportunities for students to communicate and encourage them to confirm what they already know in relation to the subject matter.

Bibliography

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Rothoni, A. (2015). The everyday literacy practices in English of adolescents living in Greece: An ethnographic multiple case study. Unpublished Doctoral Dissertation, University of Athens.

Rothoni, A. (2017). The interplay of global forms of pop culture and media in teenagers' 'interest-driven' everyday literacy practices with English in Greece. Linguistics and Education, 38: 92-103.

Rothoni, A. (2018). The complex relationship between home and school literacy: A blurred boundary between formal and informal English literacy practices of Greek teenagers. TESOL Quarterly, 52 (2): 331-359.

Ροθώνη, Α. (2018). Ο ρόλος των ΤΠΕ στις άτυπες πρακτικές γραμματισμού των εφήβων στα αγγλικά. Θέματα Επιστημών και Τεχνολογίας στην Εκπαίδευση, 11 (1), 31-44.

Rothoni, A. (2019). Teenagers’ Everyday Literacy Practices in English: Beyond the Classroom. Cham: Palgrave Macmillan.

Ροθώνη, Α. (2019). Άτυπες και εξωσχολικές πρακτικές γραμματισμού στις ξένες γλώσσες με τα ψηφιακά μέσα - παραδείγματα εφαρμογών και η αξιοποίησή τους στο σχολείο. Στο Β. Μητσικοπούλου (επιμ.), Ενιαίο Τεύχος Υλικού Αναφοράς για τις Ξένες Γλώσσες: Επιμορφωτικό Υλικό Εκπαίδευσης Επιμορφωτών Β’ επιπέδου ΤΠΕ (τόμος Α, 49-61). Αθήνα: ΙΤΥΕ «Διόφαντος» και ΙΕΠ.

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Spencer, T., Knobel, M., & Lankshear, C. (2013). Researching young children’s out-of-school literacy practices. In The SAGE Handbook of Early Childhood Literacy, Second Edition (pp. 133-160). SAGE Publications.

Werner, V., Lehl, M. & Walton, J. (2017). Pop Lyrics and Mobile Language Learning: Prospects and Challenges. International Journal of Mobile and Blended Learning, 9 (4), 33-48.