Course Details

Course Information Package

Course Unit CodeESPLE721
Course Unit DetailsMEd Curriculum Development and Instruction (Specialization Electives) - MA Educational Sciences: Dynamic Learning Environments (Specialization Electives) -
Number of ECTS credits allocated10
Learning Outcomes of the course unitBy the end of the course, the students should be able to:
  1. Identify and describe a number of current approaches about the relation of language and literature.
  2. Describe and discuss current approaches of the relation of language and literature instruction in the context of a critical literacy program.
  3. Critically analyse and examine methods of language and literature instruction, particularly on their association, in a traditional educational environment.
  4. Recognise manifestations of general linguistic mechanisms (discourse variety, figural language and tropes, text types / genres of discourse- textual and pragmatic norms defining them).
  5. Propose ways of teaching a literary text from the aspect of the linguistic mechanisms it activates, in such a way that skills of functional and critical literacy are enhanced.
Mode of DeliveryFace-to-face
Recommended optional program componentsNONE
Course Contents

·    Approaches of literary language as deviation. Post-structural approaches of the relation of language and literature.

·    Skills of functional and critical discourse understanding. Literature’s significance and contribution to the project. Thematic reduction. The development of models for understanding literary and non literary discourse.

·    Learning about the basic language functions having poetic and narrative texts as starting point.

·    Figures of speech and tropes in discourse. Cognitive metaphor. Teaching possibilities.

·    Narrative text type in different discourse genres and contexts. Forms of rendering speech and thought acts in narrative texts and in fiction.  Teaching possibilities.

·    Teaching of the text type of description (norms, communicative aspects, and pragmatics) having poetry, narration and fiction as starting point.

·    Argumentation in fiction and in the discourse of school books. Development of relevant vocabulary and patterns.

·    Speech acts in literary and non literary contexts. Possibilities for the development of teaching material.

·    Language varieties (idiolect, dialect, sociolect, registers and styles) in school books, children’s novels and comics. Textual, communicative and pragmatic aspects. Teaching possibilities.

·    Primary and secondary genres of discourse and their incorporation in children’s literature. Teaching possibilities.

Recommended and/or required reading:
  • Adam, J. - M. (1999). Τα κείμενα. Τύποι και πρότυπα. Αφήγηση, περιγραφή, επιχειρηματολογία, εξήγηση και διάλογος. μτφρ. Γ. Παρίσης. Αθήνα: Πατάκης. [Adam, J. M. (1999). The Texts. Types and Prototypes. Narration, Description, Argumentation, Explication and Dialogue. trans. G. Parisis. Athens: Patakis]
  • Βολοσίνοφ, Β. Ν. (1998). Μαρξισμός και φιλοσοφία της γλώσσας. μτφρ. Β. Αλεξίου. Αθήνα: Παπαζήσης. [Voloshinov, V. N. (1998). Marxism and the Philosophy of Language. trans. V. Alexiou. Athens: Papazisis.]
  • Μπαλάσκας, Κ. & Αγγελάκος, Κ. (2005). Γλώσσα και λογοτεχνία στην πρωτοβάθμια και δευτεροβάθμια εκπαίδευση. Αθήνα: Μεταίχμιο. [Balaskas, K. & Angelakos, K. (2005). Language and Literature in Primary and Secondary Education. Athens: Metehmio.]
  • Anstey, M. and Bull, G. (2006). Teaching and Learning Multiliteracies. Changing Times, Changing Literacies. International Reading Association.
  • Gibbs, R.W. (1994). The Poetics of Mind: Figurative Thought, Language, and Understanding. Cambridge
  • Harste, J. C., Short, K. G. and Burke, C. (1988). Creating Classrooms for Authors. The Reading - Writing Connection. Portsmouth: Heinemann.
  • Jakobson, R. (1998). Δοκίμια για τη γλώσσα της λογοτεχνίας. μτφρ. Ά. Μπερλής. Αθήνα: Εστία. [Jakobson, R. (1998). Essays on the Language of Literature. trans. A. Berlis. Athens: Hestia.]
  • Lehr, S. S. (1991). The Child’s Developing Sense of Theme. Responses to Literature. New York: Teachers College Press.
  • Μαλαφάντης, Κ. Δ. (2005). Το παιδί και η ανάγνωση. Στάσεις, προτιμήσεις, συνήθειες. Αθήνα: Γρηγόρης. [Malafandis, K. D. (2005). Child and Reading. Attitudes, Preferences, habits. Athens: Grigoris.]
  • Παπαρούση Μ. (2008). Εννοιολογική μεταφορά: μια απόπειρα διδακτικής αξιοποίησης. Κείμενα 8 (http: // [Paparousi, M. (2008). Cognitive Metaphor: An Attempt toward its Teaching Employment. Keimena 8 (http: //]
Planned learning activities and teaching methodsTheoretical issues and technical concepts are presented and explained through lectures and in the process they also become objects of critical reflection and discussion. Possibilities for their application and their meaningfulness as analytical tools and as means for the development of teaching recourses are tested by means of workshops and micro-teaching scenarios.
Assessment methods and criteria
Final Exam50%
Language of instructionGreek
Work placement(s)NO

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