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Language Education for Refugees and Migrants (LRM)

HOU > Language Education for Refugees and Migrants (LRM)
Aim - Description
Learning Outcomes
Admission requirements
Structure
Teaching Staff
Tuition Fees
Contact

Description and objectives
The HOU’s Postgraduate Programme entitled as “Language Education for refugees and migrants” is designed for teachers and graduates who wish to complete or deepen their knowledge and skills of teaching the language lesson in various languages, as well as develop new resources they can later apply to specific contexts and levels. The modules will provide postgraduate students with a strong grounding in theoretical literature as well as appropriate classroom methodology, course design and an introduction to the key research tools.

The course aims to provide specialized pedagogical knowledge to teachers on both levels of compulsory education (Primary and Secondary) and to Tertiary graduates who plan to teach, as well as to teachers engaged in adult education in refugee or migrant contexts. It trains Greek and international students to pose and answer key questions in applied linguistics and second language acquisition in the world’s numerous, diverse multilingual contexts.

The course is designed to offer students the opportunity to reflect and further develop their understanding of both theoretical and practical considerations in the field of language learning and teaching drawing from the principles of critical pedagogy and translanguaging. It will encourage you to develop a broad theoretical base reflecting current cutting edge research within applied linguistics and related disciplines. Additionally, this course makes links between the different disciplines which contribute to our knowledge of language learning and issues related to language pedagogy focusing on action and activism as necessary preconditions for social change and justice. The programme is designed to be practical, provides opportunities to create bespoke teaching and learning materials, encourages deep engagement with the world of practice through visits to schools, refugee camps or other institutions related to formal and informal learning of refugees and migrants in different sites of Greece and other countries, team-teaching activities and project work.

The general objectives of the master’s degree are to train specialized researchers in the main phenomena of language acquisition and applied linguistics in general, who can transfer research results to teaching practice and carry out basic applied research projects. The training will enable students to deepen their knowledge of applied linguistics, particularly with regard to second language acquisition, critical literacy and advances in new technologies for language research and learning. Students will develop greater knowledge and skills in relation to the new linguistic scenarios in schools and general society, and will carry out reflexive teaching practice.

The course’s modules focus on the integration of language, culture, and codes of power as part of the development of formal, informal and non-formal, on-line and off-line educational programmes and examine curriculum from a constructivist perspective that recognizes the voices of students, community and teachers as one learning community who inform curriculum and program design. The programme introduces participants to the concepts and basic principles of critical pedagogy; a theory of education that a) gives professionals the opportunity to reflect on their own educational beliefs, practices, and processes and b) gives teachers the voice and tools to reflect upon their teaching methodology vis-a-vis their student’s critical thinking, promotes equality and social justice through action research within the school and community.

QUALITY POLICY
QUALITY TARGET 2023

Learning outcomes

The students are expected to:

  • develop a broad theoretical base reflecting current cutting edge research within applied linguistics and related disciplines
  • deepen their knowledge of applied linguistics, particularly with regard to second language acquisition, critical literacy and advances in new technologies for language research and learning
  • reflect and further develop their understanding of both theoretical and practical considerations in the field of language learning and teaching drawing from the principles of critical pedagogy and translanguaging
  • understand the basic concepts and principles of critical pedagogy in order to reflect on their own educational beliefs, practices, and processes
  • complete their skills of teaching the language lesson in various languages adopting a repertoire approach (translanguaging)
  • develop greater knowledge and skills in relation to the new linguistic scenarios in schools and general society
  • develop new resources focusing on Arabic language and culture they can later apply to specific contexts and levels
  • be able to incorporate cultural knowledge and understanding within the context of the language lesson
  • be able to communicate and cooperate effectively in the context of teams recognizing the benefits of collaborative learning
  • acquire a strong grounding in theoretical literature as well as appropriate classroom methodology, course design
  • create bespoke teaching and learning materials
  • engage deeply with the world of practice through visits to schools, refugee camps or other institutions related to formal and informal learning of refugees and migrants in different sites of Greece and other countries
  • carry out reflexive teaching practice
  • be able to identify and use the most important research tools appropriately
  • be able to pose and answer key questions in applied linguistics and second language acquisition taking into account the world’s numerous, diverse multilingual contexts
  • transfer research results to teaching practice and carry out a basic applied research projects
  • develop their multicultural, multilingual and critical language awareness
  • be able to help people develop their multicultural and multilingual awareness

Overview of the Programme

Classification according to UNESCO’s ISCED-2013

Based on the field of Education: 0114-Teacher training with subject specialization

Type of Postgraduate Programme

Master of Arts (M.A.)

ECTS Credit Points

The total sum of ECTS (European Credit Transfer and Accumulation System) required for the completion of this M.A. is 120 ECTS. Students can select to study Modules whose ECTS adds up to no more than 30 ECTS per semester.

Duration of Study

The minimum time required for the completion of the M.A. is two (2) years, or four (4) semesters.

Language

The official language of the M.A. is English. This means that the language in which all materials content, written assignments, postgraduate dissertation and oral presentations is English.

The Post-graduate programme accepts graduates or higher institution diplomas of related disciplines holding a B2 certification in the English language. The programme is offered in English. 

The knowledge of an extra foreign language except the language of the programme and good computer-Internet skills would be useful for the successful participation in the programme.

Note:

Holders of a degree or diploma of higher education means graduates of Greek Universities or Polytechnics or Higher School of Fine Arts or Higher School of Pedagogical and Technological Education or Higher Technological Educational Institutions (ATEI) or those who hold academically equivalent first cycle degrees from recognized foreign educational institutions with the degrees awarded by the Greek Higher Educational Institutions, in accordance with the provisions of article 304 of Law No. 4957/2022 (Government Gazette 141/21.07.2022, vol.)

Marking:

For the evaluation of the application to the Postgraduate Studies Programme, it will be examined whether the candidate’s institution of study is or may be included in the National Register of Recognised Higher Education Institutions of Foreign Countries and whether the candidate’s degree is or may be included in the National Register of Types of Degrees of Recognised Institutions of Foreign Countries.

The Hellenic Open University, if the degree is included in the list of article 307 of Law No. 4957/2022, must request a “Certificate of Place of Study”, which is issued and sent by the foreign university. If the place of study or part of the studies is confirmed as the Greek territory, the degree is not recognized, unless the part of the studies that took place in the Greek territory is in a public higher education institution or in a recognized foreign educational institution within the meaning of paragraph b) of article 299 of Law No. 4957/2022.

Certification of English language competency at level B2

English competency (level B2) is proven according to article 10, Presidential Decree 85/2022  “Determination of qualifications for appointment in the public sector (Qualification-Department)” (Α΄ 232), in combination with Part C΄ and namely “LANGUAGE CERTIFICATES ” of no. 20/01.02.2023 “Amendment of no. 94/20.6.2022 of the decision of the SUPREME COUNCIL FOR CIVIL PERSONNEL SELECTION (ASEP)”Procedure for determining the fixed parts of the content of staff selection announcements based on predetermined and objective criteria (Articles 28 – 30 of Law 4765/2021 ) (B’ 3614)” (B’ 594) with language proficiency certificates.

Language Certificates

The table below shows the language certificates -level (B2) of English Competency that are accepted as well as the issuing body.

Certification of English competency at level B2 can be proved as follows:

  • AIM Awards Level 1 Certificate in ESOL International (B2) (Listening, Reading, Writing, Speaking)
  • AIM Qualifications Level 1 Certificate in ESOL International (B2) (Anglia Advanced) (Listening, Reading, Writing, Speaking)
  • Ascentis Level 1 Certificate in ESOL International (CEF B2)
  • Assessment Board for Language Examinations: Level B2 (ABLE B2) Hellenic American University (Nashua, New Hampshire, USA)
  • BULATS English Language Test, overall score 60-74, CAMBRIDGE UNIVERSITY or CAMBRIDGE ASSESSMENT ENGLISH (For certificates issued by 19.11.2019)
  • BUSINESS ENGLISH CERTIFICATE – VANTAGE (BEC VANTAGE) University of Cambridge Local Examinations Syndicate (UCLES) or CAMBRIDGE ASSESSMENT ENGLISH
  • BUSINESS ENGLISH CERTIFICATE PRELIMINARY CAMBRIDGE ASSESSMENT ENGLISH overall score 160-170
  • BUSINESS ENGLISH CERTIFICATE VANTAGE CAMBRIDGE ASSESSMENT ENGLISH overall score 160-179
  • CERTIFICATE IN ADVANCED ENGLISH CAMBRIDGE ASSESSMENT ENGLISH overall score 160-179
  • FIRST CERTIFICATE IN ENGLISH CAMBRIDGE UNIVERSITY or CAMBRIDGE ASSESSMENT ENGLISH
  • FIRST CERTIFICATE IN ENGLISH CAMBRIDGE ASSESSMENT ENGLISH overall score 160-179
  • CERTIFICATE IN INTEGRATED SKILLS IN ENGLISH ISE II TRINITY COLLEGE LONDON
  • CITY & GUILDS LEVEL 1 CERTIFICATE IN ESOL INTERNATIONAL (reading, writing and listening) – COMMUNICATOR – and CITY & GUILDS LEVEL 1 CERTIFICATE IN ESOL INTERNATIONAL (Spoken) – COMMUNICATOR – (They are cumulatively submitted to demonstrate good language proficiency)
  • CITY & GUILDS CERTIFICATE IN INTERNATIONAL ESOL – COMMUNICATOR – and CITY & GUILDS CERTIFICATE IN INTERNATIONAL SPOKEN ESOL – COMMUNICATOR – (They are cumulatively submitted to demonstrate good language proficiency)
  • (ECCE)- CERTIFICATE OF COMPETENCY IN ENGLISH MICHIGAN UNIVERSITY (ENGLISH LANGUAGE INSTITUTE or Cambridge Michigan Language Assessments – CaMLA or Michigan Language Assessment)
  • EDI Level 1 Certificate in ESOL International JETSET Level 5 (CEF B2)
  • ESB Level 1 Certificate in ESOL International All Modes (Council of Europe Level B2)
  • INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) from University of Cambridge Local Examinations Syndicate (UCLES) or CAMBRIDGE ASSESSMENT ENGLISH – The British Council – IDP Education Australia IELTS Australia (with score 5,5- 6,5)
  • GA Level 1 Certificate in ESOL International – CEFR: B2
  • GA Level 1 Certificate in ESOL International (Classic B2)
  • B2- LanguageCert Level 1 Certificate in ESOL International (Listening, Reading, Writing) (Communicator B2) and Β2– LanguageCert Level 1 Certificate in ESOL International (Speaking) (Communicator B2) (They are cumulatively submitted to demonstrate good language proficiency)
  • LanguageCert Test of English (LTE) – LanguageCert Level 1 Certificate in ESOL International (Listening, Reading) (LanguageCert Test of English B2)
  • LONDON TESTS OF ENGLISH LEVEL 3 – UPPER INTERMEDIATE COMMUNICATION- EDEXCEL
  • EDEXCEL LEVEL I CERTIFICATE IN ESOL INTERNATIONAL (CEF B2)
  • LRN Level 1 Certificate in ESOL International (CEF B2)
  • ΜΕΤ – MICHIGAN ENGLISH TEST (Listening, Reading, Speaking) score from 157 -189 from Michigan Language Assessment or CAMBRIDGE MICHIGAN LANGUAGE ASSESSMENTS-CaMLA
  • ΜΕΤ – MICHIGAN ENGLISH TEST (Listening, Reading ή Listening, Reading, Speaking, Writing) score from 53- 63 του Michigan Language Assessment
  • MICHIGAN ENGLISH LANGUAGE ASSESSMENT BATTERY (MELAB) score 80-90, CAMBRIDGE MICHIGAN LANGUAGE ASSESSMENTS or MICHIGAN LANGUAGE ASSESSMENT
  • Michigan State University – Certificate of English Language Competency (MSU – CELC): CEF B2
  • NOCN Level 1 Certificate in ESOL International (B2)
  • NYLC –NEW YORK LANGUAGE CENTER CERTIFICATE Level B2
  • OCNLR Level 1 Certificate in ESOL International (CEFR B2)
  • OCNW Certificate in ESOL International at Level 1 (Common European Framework equivalent level B2) (by 31/8/2009)
  • Open College Network West Midlands Level 1 Certificate in ESOL International (CEFR B2)
  • PEARSON EDI Level 1 Certificate in ESOL International (CEF B2)
  • PEARSON LCCI LEVEL 1 CERTIFICATE IN ESOL INTERNATIONAL (CEFR B2)
  • PEARSON TEST OF ENGLISH GENERAL LEVEL 3 UPPER- INTERMEDIATE COMMUNICATION – EDEXCEL
  • PEARSON EDEXCEL LEVEL I CERTIFICATE IN ESOL INTERNATIONAL (CEF B2) (ENGLISH INTERNATIONAL CERTIFICATE)
  • PEARSON LCCI EFB LEVEL 3 (Units: Reading, Writing, Listening, Speaking, in case one of those is graded as “Pass”)
  • PEARSON LCCI EFB LEVEL 2 (Units: Reading, Writing, Listening, Speaking, “Distinction” or “Credit”)
  • PRELIMINARY ENGLISH TEST, CAMBRIDGE ASSESSMENT ENGLISH overall score 160-170
  • TEST OF ENGLISH FOR INTERNATIONAL COMMUNICATION (TOEIC) EDUCATIONAL TESTING SERVICE/ CHAUNCEY, USA, score 505 – 780
  • Test of Interactive English, B2 Level (ACELS)
  • Test of Interactive English, Β2 Level (Gatehouse Awards)
  • Test of Interactive English, B2 + Level (ACELS)
  • VTCT (ITEC) Level 1 Certificate in ESOL International (B2)
  • National Foreign Language Exam System (KPG) equivalent level of Law 2740/1999, as replaced by paragraph 19, Article 13, of Law 3149/2003.

English competency (level B2) is also proven with certificates of other institutions (not limited to universities) of an equivalent level, irrespective of their legal form, provided they are certified or recognized by the competent authority of the country concerned for conducting examinations and issuing certificates of proficiency in English at the appropriate level. These certificates must be accompanied by a proof document from the issuing body that both the issuing body and the language certificate competency are certified by the competent national authority and also and that the certification also concerns the evaluation of basic communication skills (written language production, oral language production, written language comprehension and oral language comprehension).

If there is no certification or recognition body in the country concerned, a certificate from the relevant Ministry or Embassy of Greece is required, confirming that the certificates issued by the above bodies to third parties for whom English is not a native language are accepted in public services of that country as valid evidence of English at the appropriate level according to the Common European Framework of Reference for Languages (CEFR). The competent regulatory authority for Great Britain is the Office of Qualifications and Examinations Regulation (Ofqual).

General notes:

  • Advanced level foreign language certificates also prove knowledge of a lower (required) level of the foreign language.
  • Foreign Language Teaching Certification does not prove the competence in a foreign language. In order to prove their competence in the foreign language, candidates who hold the relevant certification must provide the foreign language certificates as provided for in this Annex where applicable
  • All foreign language degrees must be accompanied by their official translation into the Greek language, except the above English language proficiency certificates, which are accepted without requiring any translation and validation.

Presentation of the Modules

The curriculum of the Language Education for Refugees and Migrants programme comprises 11 modules spread over at least four semesters.

Module contents

1st semester

2nd semester

3rd semester

4th semester

Note:
C: Compulsory

Guidelines for Module Selection

Students may select a maximum of three modules per semester.

  • In the first semester, if you wish to take only one unit, this must be LRM50. If you choose two modules, these should be LRM50 and LRM51. If you choose three, you should select LRM50, LRM51 and LRM52.

In the following semesters, students should complete any outstanding modules from the preceding semester and choose new ones in the order indicated below:

  • In the second semester: LRM53, LRM54 and LRM55,
  • In the third semester: LRM60, LRM61 and LRM62, provided that you have completed all the modules of the previous semester or you have already chosen at the same time the remaining modules (from the previous semester)
  • In the final semester, you may choose to take both LRM63 and LRM64. Alternatively, if you choose to take only one module, LRM63 must be taken first.

The preparation of the dissertation presupposes the successful attendance of all nine (9) Modules.

The viva (i.e., oral examination) of the dissertation is allowed after the successful completion of the nine modules and the Practicum (LRM63).

Director of Programme of Studies

Nektaria Palaiologou, Associate Professor

Subject Area: Migration, Multilingualism, and Intercultural Communication

Nektaria Palaiologou is Associate Professor at the School of Humanities at Hellenic Open University (HOU), former Assoc. Professor at the School of Education at the University of Western Macedonia.

She is also serving as Editor in Chief at the Intercultural Education Journal, Taylor and Francis, Routledge as well as Editorial Board member on frequent basis at seven international journals. She is the co-author of three books in Greek, edited three books in English language. Since 1996, she has been involved  in European projects in the following research areas, where she has published extensively at international journals: Intercultural Education, Immigrant and Refugee Education, Teacher Education and Multilingualism, Diversity, ICT and educational programmes for diverse learners.  

e-mail: nekpalaiologou@eap.gr

https://www.eap.gr/wp-content/uploads/2021/05/cv_short_PalaiologouNektaria2021.pdf

 

Eugenia Arvanitis, Associate Professor

Research Field: Interculturality and Otherness in Education

Coordinator LRM 62

Research interests:

  • Intercultural (Tearcher) Education 
  • Culturally responsive  pedagogy
  • Differentiated Curriculum Instruction
  • Teacher/refugee Narratives 

e-mail: arvaniti.evgenia@ac.eap.gr

 

Karanikola Zoe, Special Education Staff, Department of Museology of the University of Patras

Mrs Karanikola holds a PHD in Educational Sciences with a focus on educational policies and intercultural views. She is a graduate of the Pedagogical Department of Primary Education of the University of Patras. Her postgraduate studies are in Social Theories, Policies and Practices in Education, whereas her doctoral dissertation is in the field of intercultural education and policies. Her scientific interests relate to the field of training, education and human resource development, respective national and international policies, intercultural and global competences. Her scientific work includes participation in research projects, international publications and announcements in international conferences. She has been working as a tutor in the Postgraduate Program “Education Management” (Department of Management Science and Technology, University of Patras), in the Postgraduate Program “Language Education for Refugees and Migrants” (Hellenic Open University) and in the Program of the Department of Museology (University of Patras). Today, she is working at the Department of Museology of the University of Patras as Special Education Staff.

e-mail: karanikola.zoi@ac.eap.gr

 

Achilleas Kostoulas, Special Teaching Personnel at Department of Primary Education at the University of Thessaly

Research Field: Applied Linguistics in Education

Coordinator LRM 63

Research interests: Language education, applied linguistics, bilingualism / multilingualism / plurilingualism

Achilleas Kostoulas is an applied linguist specializing in language teacher education and (second) language teaching and learning. He teaches at the Hellenic Open University programme Language Education for Refugees and Migrants, as associate faculty. He also holds the post of Specialist / Laboratory Teaching Staff specializing in Applied Linguistics in Education at the Department of Primary Education of the University of Thessaly. Detailed Information about his published work and teaching can be found at www.achilleaskostoulas.com

e-mail: kostoulas.achilleas@ac.eap.gr

 

Manoli Polyxeni, Assistant Professor of Sociolinguistic Approach to the Multilingual Education

Research Field: Sociolinguistic Approach to the Multilingual Education

Coordinator: “Language Education for Refugees & Migrants”, Hellenic Open University

Research interests: Language education for refugees and Migrants, language teaching to multilingual educational settings, sociolinguistic approach to the multilingual education, Language learning in preschool education, the Pedagogy of Multiliteracies, Critical literacy, teacher training in language teaching and multiliteracies in highly diverse educational settings

e-mail: manoli.polyxeni@ac.eap.gr

http://150.140.160.61:8000/el/personfulldetails/69

https://upatras.academia.edu/DrPolyxeniPeggyManoli 

 

Anna Mouti, Assistant Professor, School of Italian Language and Literature, AUTh

Anna Mouti is an Assistant Professor of Second Language Acquisition and Applied Linguistics in L2 Italian, at the School of Italian Language and Literature at Aristotle University of Thessaloniki in Greece. She is also a Tutor and Coordinator at the Module LRM 53 (Language Teaching for Adult Refugees and Migrants) of the MA Programme “Language education for refugees and migrants” of the Hellenic Open University.
e-mail: mouti.anna@ac.eap.gr
CV

 

Fokides Emmanuel, Assistant Professor

Scientific Field: ICT and Virtual Reality applications in Education

Coordinator: LRM 53, 55 & 60

Keywords: virtual reality; digital educational games; augmented reality; tangible devices;360o videos

Dr. Emmanuel Fokides is an Assistant Professor (tenured) at the Department of Primary Education, University of the Aegean, Greece. His courses focus on the educational uses of emerging technologies, virtual reality, digital storytelling, augmented reality, and serious games. Since 1994, he is involved in a number of research projects regarding distance and lifelong learning and the educational uses of virtual and augmented reality. He is also the founder of the Emerging Technologies in Education initiative (ETiE). His work is published in several conference proceedings, chapters in edited books, and journals. He is also the co-author of three books.

e-mail: fokidis.emmanouil@ac.eap.gr

Link: http://opensimserver.aegean.gr

The cost of the Programme of Studies is calculated in relation to its credit units, as one (1) Credit Unit (ECTS) amounts to 30€. Therefore, each Thematic Unit is priced at 300€/ Dissertation 300€/ Practical Exercise 600€ and the total cost of the Postgraduate Programme is 3.600€.

For information about the programme please contact:

Student Registration Department

Contact telephone: 2610367321, 2610367325
Ε-mail: lrm@eap.gr

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