Learning objectives
KNOWLEDGE AND UNDERSTANDING
- Knowing the theory underpinning the notion of soft skills.
- Understanding the relevance of soft skills for language teaching and learning.
- Knowing the foundations of case studies methodology.
- Knowing the foundations of classroom discourse analysis.
APPLYING KNOWLEDGE AND UNDERSTANDING
- Applying the knowledge about soft skills to analyse, discuss and "solve" case studies.
- Applying the knowledge about soft skills to analyse classroom interactions.
- Applying classroom discourse tools to collect and analyse real-life interaction samples from various teaching contexts.
MAKING JUDGEMENTS
- Identifying recurrent patterns, problems and ineffective learning and teaching practices in real-life cases.
- Critically analyzing complex teaching situations and formulating hypotheses for effective teaching interventions.
COMMUNICATION SKILLS
- Presenting one's personal opinions, ideas and proposals in a comprehensible and effective way.
- Supporting one's opinion on the basis of the course contents.
LEARNING SKILLS
- Collecting real-life linguistic data.
- Analysing collected data for discovery and learning purposes.
- Developing reflection skills.
- Developing assessment and self-assessment skills.
Prerequisites
Students enrolled on the programme Language Sciences and Cultural Studies for Special Needs are automatically admitted to the course, whereas all students enrolled on other programmes must provide evidence of holding the English language level (C1) required for this module.
Course unit content
Starting from the concept of "soft skills" - i.e. a cluster of personal attributes and dispositions that enables people to foster a positive work or learning environment, this module explores the key skills that language educators and learners should develop in order to teach and learn languages effectively. It also places a strong emphasis on promoting reflective practices on the language learning and teaching process.
The module consists of 8 classes ideally divided into two parts. After an introductory lecture on the concept of soft skills and its applications to language learning and teaching, the first part offers a cycle of workshops based on the case studies methodology, i.e. the analysis of real-life problematic learning scenarios to be discussed and "solved" by taking into consideration the soft skills needed by the actors involved. The second part consists of a cycle of workshops based on the classroom discourse methodology, i.e. the rigorous analysis of real-life interactions between learners and teachers in order to identify patterns, interpersonal and interactional problems, as well as possible solutions.
Full programme
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Bibliography
Students enrolled on the Master's Degree "Language Sciences and Cultural Studies for Special Needs" are required to study the following book:
- Walsh S. (2013) "Classroom Discourse and Teacher Development", Edinbourgh University Press.
In addition, non-attending students are also required to study the following book:
- Mesler (2019) "Teaching Soft Skills in a Hard World. Skills for Beginning Teachers", Rowman & Littlefield.
All students are also required to watch the videos and study the handouts provided in the Moodle (ELLY) page of this module.
Teaching methods
The module is primarily based on interactive lessons and workshops and online activities on the Moodle platform. The lessons will not be recorded as they are based on hands-on activities. However, some edited extracts of the lessons will be available on the Moodle (ELLY) platform in order to support both attending and non-attending students.
Assessment methods and criteria
Considering the nature and the contents of this module, assessment will be based on qualitative tools.
ASSESSMENT METHODS
Attending students will be required to carry out two online assignments: (1) analysis of a case study; (2) collection and analysis of an extract from a language class based on the classroom discourse analysis tools provided in Walsh (2013) (students will be provided with a model to report the data they have collected). Moreover, students are encouraged to keep a learning diary during the course; this activity is not mandatory, but those students who wish to improve their mark can hand in the learning diary at the end of the lessons through the Moodle (ELLY) page.
Non-attending students will be required to hand in a final assignment which includes both the analysis of a case study (based on soft skills concepts provided by Mesler, 2017) and the collection and analysis of an extract from a language class (based on classroom discourse tools provided by Walsh, 2013). Students will receive the assignment on the day of the official exam session they will have signed up for and will have 5 days to hand in the assignment through the Moodle (ELLY) platform.
ASSESSMENT CRITERIA
- For attending students the final mark is the result of the scores obtained as follows: (1) first online assignment (10 points); (2) second online assignments (20 points); learning diary and active class participation (+ 0/3 points).
- For non-attending students the final mark is the result of the scores obtained in the final assignment.
Assignments are assessed according to the following criteria: academic writing skills (30%), thoeretical references and concepts elaboration (40%), quality of data analysis and personal reflections (40%).
A fail is determined by a substantial lack of an understanding of the minimum content of the course, the inability to express oneself adequately (orally and/or in writing), by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. Moreover, a fail is due to a substantial lack of competence in applying the knowledge acquired.
A pass (18-23/30 is determined by the student’s understanding of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Moreover, a pass is due to only partial competence in applying the knowledge
acquired.
Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (2627/30) in the evaluation indicators listed above. Moreover, middle range scores are due to acceptable to good levels of competence in applying the knowledge acquired.
Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above. Moreover, higher scores are due to very good to excellent levels of competence in applying the knowledge acquired.
Other information
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2030 agenda goals for sustainable development
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