| CODE | LHA5004 | ||||||||
| TITLE | It-Tagħlim u l-Assessjar tat-Taħdit / Teaching and Assessing Speaking Skills | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Languages and Humanities Education | ||||||||
| DESCRIPTION | Din it-taqsima studju tistħarreġ il-ħiliet bażiċi tat-taħdit, b’rabta mat-tagħlim tal-Malti mitkellem, kemm fil-każ ta’ studenti li huma kelliema nattivi tal-Malti u kif ukoll fil-każ ta’ studenti barranin. Matul il-kors jiġu analizzati wkoll metodoloġiji differenti, bħala parti mill-proċess tat-tagħlim tal-lingwa mitkellma. Daqstant ieħor tkun meħtieġa r-riflessjoni fuq it-tagħlim attwali tal-Malti mitkellem fl-iskejjel u l-kontribut tal-għalliema fl-iżvilupp ta' din il-kompetenza komunikattiva. Fl-istess ħin, il-kors jittratta l-perspettiva storika-lingwistika, b’mod partikolari l-iżviluppi li seħħew fit-tagħlim tat-taħdit f’dawn l-aħħar ħamsin sena. Aktar minn hekk, il-kors hu mmirat biex jistħarreġ mudelli u kriterji stabbiliti għall-assessjar tat-taħdit, b’enfasi fuq l-aspett ideazzjonali, interpersonali u testwali. Bl-għajnuna ta’ siltiet irrekordjati u traskrizzjonijiet tat-taħdit, ikunu mistħarrġa l-abbiltajiet komunikattivi ta’ studenti partikolari fil-livell sekondarju, f’kuntesti soċjali differenti. Il-kors jinkwadra wkoll aspetti oħra relevanti għall-assessjar tat-taħdit, inkluż il-mod ta’ kif jitkejlu l-ħiliet komunikattivi tal-istudenti, permezz ta’ skali tal-klassifikazzjoni; l-istandardizzazzjoni fl-evalwazzjoni tal-lingwa mitkellma, u saħansitra l-kwalità tal-assessjar fl-Eżami Orali taċ-ĊES. Għanijiet tal-Kors: - Jgħin lill-istudenti-għalliema jirrikonoxxu l-importanza tat-taħdit fil-ħajja soċjali u, għaldaqstant, il-ħtieġa tat-tagħlim tal-lingwa mitkellma fis-sistema edukattiva, bħala parti integrali mill-proċess kurrikulari; - Jiffamiljarizza lill-istudenti-għalliema ma’ firxa wiesgħa ta’ ħiliet tat-taħdit li bis-saħħa tagħhom l-istudenti jtejbu l-mod kif jikkomunikaw ma’ ħaddieħor, f’kuntesti soċjali diversi; - Jesponi d-differenzi u l-kumplessità tal-ħiliet tat-taħdit meta mqabbla, per eżempju, mal-ħiliet tal-qari u l-kitba. Din il-kumplessità tintwera kemm fil-produzzjoni tat-taħdit innifsu u kif ukoll fit-tagħlim u l-assessjar tal-istess lingwa mitkellma. Kisbiet mit-Tagħlim: 1. Tagħlim: Fi tmiem il-kors l-istudent se jkun kapaċi: - Jinterpreta l-qafas storiku-lingwistiku, b’relevanza għall-iżviluppi sinifikattivi li seħħew matul is-snin dwar it-tagħlim tal-lingwa mitkellma; - Janalizza b’mod kritiku l-qagħda attwali tat-tagħlim tal-Malti mitkellem fl-iskejjel; - Jipprovdi spjegazzjoni xierqa tal-ħiliet bażiċi tat-taħdit. 2. Ħiliet: Fi tmiem il-kors l-istudent se jkun kapaċi: - Iħaddem metodi u strateġiji pedagoġiċi differenti li jgħinu fl-iżvilupp tat-tagħlim tal-Malti mitkellem fl-iskejjel; - Jassessja u jkejjel il-lingwa mitkellma, skont firxa ta’ ħiliet, f’kuntesti soċjali differenti. Biblijografija: - Anderson, H. & Hilton, M. (1997). Speaking subjects: The development of a conceptual framework for the teaching and learning of spoken language. English in Education, 31 (1), 12-23. - Coles, J. (2005). Strategic voices? Problems in developing oracy through ‘interactive whole class teaching’. Changing English, 12 (1), 113-123. - Coultas, V. (2015). Revisiting debates on oracy: Classroom talk – moving towards a democratic pedagogy? Changing English, 22 (1), 72-86. - Dobie, B.A. (1977). ‘Oracy’: A necessary dimension of the ‘educated’ person? Theoria: A Journal of Social and Political Theory, 48, 71-76. - Evan, R. & Jones, D. (2007). Perspectives on oracy: Towards a theory of practice. Early Child Development and Care, 177 (6-7), 557-567. - Maclure, M., Phillips, T. & Wilkinson, A. (Eds.) (1988). Oracy matters: The development of talking and listening in education. Milton Keynes: Open University Press. - Mercer, N. (2008). Talk and the development of reasoning and understanding. Human Development, 51, 90-100. - Paran, A. (2012). Language skills: Questions for teaching and learning. ELT Journal, 66 (4), 450-458. - Sammut, A. (2000). L-Evalwazzjoni tal-Malti mitkellem fil-ħames klassi tas-sekondarja (Teżi mhux ippubblikata tal-MA). Malta: L-Università ta’ Malta. - Sammut, A. (2001). It-Taħdit. In A. Camilleri Grima (Ed.), Skaluni għat-tagħlim tal-Malti fis-sekondarja (pp. 1-26). Malta: L-Istitut tal-Lingwistika u l-Għaqda tal-Għalliema tal-Malti. - Saracho, O.N. & Spodek, B. (2007). Oracy: Social facets of language learning. Early Child Development and Care, 177 (6-7), 695-705. - Wilkinson, A. (1970). The concept of oracy. The English Journal, 59 (1), 71-77. - Wilkinson, A., Davies, A. & Berril, D. (1990). Spoken English illuminated. Milton Keynes: Open University Press. |
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| ADDITIONAL NOTES | Pre-requisite Qualifications: A first cycle degree with a main area of study (70 ECTS credits) in Maltese, which must include a minimum of 25 ECTS credits in taught study-units in Maltese language and linguistics, and 25 ECTS credits in Maltese literature, provided that for courses commencing in October 2016 only, the main area of study must include a minimum of 20 ECTS credits in taught study-units in Maltese language and linguistics, and 20 ECTS credits in Maltese literature. | ||||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | AUDREY R GALEA Jacqueline Zammit (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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