Oralpha: Literacy for new citizens, a course for trainers

所在平台: Coursera

课程主页: https://www.coursera.org/learn/oralpha-literacy-for-new-citizens-for-trainers

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课程简介

课程名称: Oralpha: 新公民的识字课程，培训师专用课程 课程概述: 本课程旨在欢迎移民和难民，并致力于语言及识字教学。课程的目标是让学员了解年轻移民和成人在主流社会中识字与语言学习的同步过程。语言的融入对于社会整合至关重要。课程将提供关于当今国际移民的见解，以及移民在抵达国的真实语言需求。此外，学员将学习到语言学习和识字的教学方法和工具，重点关注口语能力，同时从学生的需求和面临的困难出发，结合实际经验，提供针对性的解决方案以支持教学。 课程大纲: 第一部分: 人类流动性：欧洲的移民与整合 - 该模块概述了21世纪欧洲国际移民和社会整合，以及语言在其中的重要角色。内容包括移民流动、权利、法规及移民的多样性经验等。 第二部分: 新公民的识字：学生与教师 - 本模块着重讨论学生和教师的轮廓，包括学生在融入和语言方面的期望与需求，学生的多语言能力及其面临的教育障碍，同时探讨教师的期望、工作条件及教授技能等。 第三部分: 识字方法：理论与实践 - 该模块提供了第二语言（L2）识字课堂的理论基础。内容涉及L2教学理论、识字理论、学习方式、口语技能的发展、群体动态以及跨文化能力等重要领域。 通过本课程，学员将获得支持移民和难民语言学习和识字教学的实用知识与技能，为新公民的有效融入提供帮助。

课程大纲

Part: 1

Title:Human mobility: Migration and integration in Europe

Description:This module provides a general overview of international migration and social integration in 21st century Europe and the essential role of languages in it. Topics covered:
1. HUMAN MIGRATION AND MOBILITY:
a) Migration flows, regions and types.
b) Rights, regulations and migrants’ profiles.
c) Super-diversity, cities and refugees in Europe.
2. BORDERS AND LANGUAGES:
a) Reception systems for newly arrived migrants and asylum seekers and language provisions.
b) Immigrants’ experiences, interactions and language learning.
3. UNDERSTANDING SOCIAL INTEGRATION:
a) Integration models alongside history, with a particular focus on the intercultural approach.
b) Intersectionality, belonging and bordering .

Part: 2

Title:Literacy to new citizens: Students & teachers

Description:This module aims at providing a general overview of the students’ and teachers’ profile. Topics covered:
1. EXPECTATIONS AND NEEDS from students in relation to integration (i.e. staying or leaving the country; working; studying) and language.
2. PLURILINGUAL COMPETENCE (which are the students’ communicative practices? Which languages they already use? In which contexts? To reflect on key concepts to describe communicative competence of migrant and refugee students (Plurilingualism, translanguaging, superdiversity…)
3. STUDENTS’ BARRIERS to access language and education rights beyond classroom methodology. For example: enough number of courses; gender-related lack of ”awareness”/discrimination, system knowledge barriers; legal status; gaps in the educational system; policies to discourage to remain, mobility issues, linguistic diversity lack of awareness (e.g. the role of literacy in mother tongue).
4. TEACHERS’ PROFILES: expectations, working conditions, ideologies, training, expertise… in relation to ORALPHA methodology and NEEDS of training.
5. TEACHING COMPETENCIES: (i.e. adaptation skills, how to overcome stereotypes; gender issues; to value previous language

Part: 3

Title:Literacy methods: theory and practice

Description:This module aims at providing a general overview of the theoretical basis that is beyond L2 literacy classes. Topics covered:
1. L2 THEORY on second languages teaching and the specificities of low educational background students.
2. LITERACY THEORY, main theories of literacy teaching and the specificities of L2 teaching to people with a mother tongue that differs from the host language.
3. WAYS OF LEARNING, illiterate people ways of learning and ways to develop reading and writing skills.
4. ORAL SKILLS the importance of oral skills development in the L2 literacy class; specifics mechanisms to promote the orality in L2 literacy lessons
5. GROUP DYNAMICS, the importance of emotions and socialization in L2 literacy class; specifics mechanisms to promote group cohesion, motivation, self confidence, etc. In L2 literacy lessons.
6. INTERCULTURAL COMPETENCES L2, the importance of introducing intercultural approach (students, teachers and materials).

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