Course decsription

COURSE MODULE 2. WHY

The aim of the 2-hour Module 2: Why? is dedicated to providing a knowledge- and evidence-based answer to the question: Why are plurilingual approaches needed in HE? Module 2 provides didactical materials  and self-supported training possibilities that will raise HE teachers’ awareness of the need for and usefulness of plurilingual approaches in HE, both in (foreign) language classrooms and in multilingual classrooms. The module addresses important and novel information on why plurilingual competences and embracing all languages are important in HE, what benefits we gain from plurilingual learning, what challenges we might face implementing plurilingual teaching. The didactical materials provided will enable a rise in HE teacher awareness, enhance HE teachers’ competences to teach languages and to deliver other non-linguistic courses more efficiently in a multilingual HE environment; consequently, it will allow for learners to develop their language skills more effectively, while increasing their inclusion, autonomy and motivation, and fostering positive intercultural attitudes.

COURSE MODULE 3. HOW

The aim of  Module 3: How? is to provide didactic materials and give access to training which allows HE in-service and pre-service language and subject teachers to acquaint themselves with plurilingual competence, answering not only the above-mentioned central questions, namely What? Why? but also How? and to familiarize themselves with the necessary knowledge, skills and attitudes and with possible methods and educational specimen of activities on how to bring plurilingual approaches into the HE classroom and to acquire the necessary competences to do so. The module provides practical examples of plurilingual activities within constructed possible plurilingual pedagogical scenarios in a language and / or subject university classroom. The material is distributed into: Section One: The APATCHE Plurilingual Teacher TOOLBOX - methodological handles (tips & tricks) for the Plurilingual HE Teachers, which explains how these tips and tricks relate to Modules 2 and 3 and to the descriptive scale and provides general guidelines on how to implement plurilingual teaching strategies in HE giving multiple examples and ideas for teachers to practically see how the skill development in the use of plurilingual approaches in HE can proceed. Section 2: The APATCHE plurilingual activities within plurilingual pedagogical scenarios for 6-hour practical course consists of a practically usable template for APATCHE pluriingual didactic materials and specimen of activities of two parts: Didactic materials of Type 1 (4 examples of plurilingual activities to help enforce some of the issues of What? and Why? modules in practice - thematic issues raised in the plurilingual pedagogical scenarios referring to and activating the knowledge of What? and Why? Modules) and Type 2 – 10 examples of plurilingual activities with plurilingual pedagogical scenarios constructed by language and subject teachers to equip course participants with examples of plurilingual didactic materials which can be used/adapted in their language or subject courses. All these 10 scenarios were prepared by all project partner teams (2 per each team) and are presented in multiple languages.