COURSES FOR INTERNATIONAL STUDENTS - ELTE …COURSES FOR INTERNATIONAL STUDENTS SPRING / SUMMER SEMESTER 2019/2020 PRE-SCHOOL EDUCATION EÖTVÖS LORÁND UNIVERSITY FACULTY OF PRIMARY

COURSES FOR INTERNATIONAL STUDENTS SPRING / SUMMER SEMESTER

2019/2020

PRE-SCHOOL EDUCATION

EÖTVÖS LORÁND UNIVERSITY

FACULTY OF PRIMARY AND PRE-SCHOOL EDUCATION

40 Kiss János altábornagy Street, H- 1126 Budapest,. • Telefon: 36-1-487-81-11 • http://www.tok.elte.hu/international

IN ENGLISH____________________________________________________

- Sustainability Education 4 ECTS

- History of Childhood 4 ECTS

- Among Others 4 ECTS

- Cultural Anthropology, Minoriy Culture 4 ECTS

- Ball Geometry 4 ECTS

- English Children’s Literature I 4 ECTS

- General Language Development 4 ECTS

- Methodlogy of Bilingual Pre-School Session: Visual Education 4 ECTS

- Methodlogy of Bilingual Pre-School Session: Physical Education 4 ECTS

- Theory and Practice of Bilingual Education + Observation 4 ECTS

- English Language Preparatory Course for English-Hungarain

Bilingual Pre-School Education II 4 ECTS

- Comparative Literary and Cultural Studies 4 ECTS

- Leisure Sport 4 ECTS

IN GERMAN____________________________________________________________

- Nationalitätenkunde - Geschichte der Ungarndeutschen 4 ECTS

- Methodik Musik / Nationalitätenkindergarten 4 ECTS

- Kindergartenpraktikum 4 ECTS

- Literatur der deutschsprachigen Länder I 4 ECTS

- Zweisprachigkeit – Praxis 4 ECTS




SUSTAINABILITY EDUCATION

Course code ECTS Lecturer Department Language of

Instruction

ERA02O 4 Dr. Gábor Áron Vitályos

[email protected] Natural Sciences English

MODULE AIMS

Training of students who are able to form the basis and develop the culture of sustainability and

the sustainable way of life of nursery and primary school children in indoor and outdoor scenes as

well, recognize and critically analyse environmental problems; explore and efficiently apply

problem solving techniques.

MODULE SUBJECT

Possibilities for guided tours and excursions in natural environments from the viewpoint of

education for sustainability (scenes: Sas Hill, Pálvölgyi Cave, Budapest Zoo, Hungarian Natural

History Museum). Gathering the local environmental problems of a given region of the student’s

own country. Outlining and presenting the possible solutions for the problems. Possibilities for

methodological implementations of the student’s experiences gained by these activities in the

course of working in nursery or primary schools.

COMPULSORY LITERATURE

Kosáros, A., Katona, I., Lakatos, Gy. (2007) Sustainability Pedagogy in Practice. An example from

health education. Journal of Teacher Education for Sustainability, vol. 7, 2007, pp. 79-87.

RECOMMENDED LITERATURE

http://www.freeweb.hu/eduscience/0801Megyerine.pdf

mailto:[email protected]

http://www.freeweb.hu/eduscience/0801Megyerine.pdf




HISTORY OF CHILDHOOD


Instruction

ERA03O 4 Dr. Gökçe Kurt

[email protected] Education English

COURSE DESCRIPTION:

Introduction to the Social History of Children and Childhood Studies. The aims of the course are to

understand the changes in children’s lives over time, to try qualitative and quantitaive methodologies.

LEARNING OBJECTIVES:

Upon successful completion of the course, students should be able to:

1. Demonstrate an introductory understanding of historical views of children, childrearing practices, family and childhood studies. 2. Analyse photos, paintings and movies about children. 3. Understand the changing views about children over time and space. 4. Demonstrate an introductory knowledge of research of methods. 5. Understand the effects of globalisation and media on today’s children. 6. Develop English oral and written skills. 7. Develop discussion skills.

COURSE CONTENT – TOPICS:

1. Research methodologies, Qualitative, Quantitative, Mixed methods 2. Paintings and photos as sources of interpreting childhood 3. History of the Family 4. Pedagogical Antrophology 5. History of Children literature, Literature on Children, Parental Guidebooks 6. The emergence of modern childhood in Europe, the Age of Innocence 7. Different narratives of 18th, 19th and 20th century chilhood 8. Modern and postmodern theories about childhood, the Death of childhood 9. History of the Children’s Room 10. Children and the Media





METHODS OF INSTRUCTION:

Lectures

Group discussion

Bringing requested materials such as photos, paintings about children, toys

Analysing photos, paintings, toys, games, animations, movies

Cooperative learning tasks

Reports and papers

Class excercises

METHODS OF EVALUATION:

Test - final examination

All students are required to write an (about 12.000 c.) essay/report choosing from the following topics:

Introduction of a selected literature, from the list given

Children in a selected era (etc. Renaissance, 18th Century, Modernity)

Analysis of a selected photo or painting

BIBLIOGRAPHY:

Buckingham, David (2000): After the death of childhood. Growing up in the age of electronic media. Polity

Press.

Cunningham, Hugh (2005): Children and Childhood in Western Society since 1500, Pearson and Longman,

Harlow.

Heywood, Colin (2001): A History of Childhood. London, Polity Press.

Montgomery, Heather (2009): An Introduction to Childhood. Wiley-Blackwell.

Smith, K. – Moriarty, S. – Barbatsis, G. – Kenney, K. (eds., 2005): Handbook of Visual Communication,

Theory, Methods and Media, Lawrence Erlbaum Associates, Publishers, Mahwah, New Jersey, London.

FURTHER READINGS:

Aries, Philippe (1962): Centuries of Childhood: A Social History of Family Life. New York: Knopf.

Endrődy-Nagy, Orsolya (2016): Paintings and Illuminated Manuscripts as Sources of the History of

Childhood: Conceptions of Childhood in the Renaissance, in: András Benedek-Ágnes Veszelszki (eds.): In

the Beginning was the Image: The Omnipresence of Pictures – Time, Truth, Tradition, Peter Lang,

Frankfurt-New York-Oxford.

Harper, Douglas (2012): Visual sociology, Routledge, London, New York.




James, Allison and Prout, Alan (1990, eds.): Constructing and Reconstructing Childhood: Contemporary

Issues in the Sociological Study of Childhood, London: Falmer Press.

Kehily, Mary Jane (2004, ed.): An Introduction to Childhood Studies. Open University Press.

Penn, Helen (2005): Understanding early childhood. Issues and controversies. Open University Press.

Rose, Gillian (2012): Visual methodologies, An Introduction to Research with Visual Materials, Sage,

London, California, New delhi, Singapore.

Shahar, Shulamith (1992) Childhood in the Middle Ages. Trans. By Chaya Galai. London: Routledge.

Tudge, Jonathan (2008): The everday life of young children. Cambridge University Press.




AMONG OTHERS – INTERCULTURAL LEARNING IN PRACTICE


Instruction

ERA05O 4 Mr. András Déri

[email protected] Social Sciences English

MODULE AIMS

To apply non-formal methods as a way to develop intercultural competence in higher education.

The program’s important part is to address the effects of multicultural processes on young

people’s vision of the future. Our aim is a better understanding of challenges and potentials of

national and international mobility.

Objectives of the project:

To introduce non-formal education and international cooperation into higher education;

To develop intercultural competence of future youth workers, pedagogues and students

of other human sciences to improve the of their work;

To encourage the use of Erasmus+ Youth Programme in working with young people.

MODULE SUBJECT

Topics of the theoretical classes:

Understanding the key concepts

Recognizing cultural phenomena

Developing international projects

The characteristics of intercultural work

Topics of the practical classes:

Sketching individual projects

Stereotypes in everyday life, good practices of combating those

Communicational practices

Cultural, international experiences

Managing different intercultural situations

Involving foreign volunteers

TEACHING AND LEARNING METHODS





Through non-formal methods of training, role play and drama pedagogy, students achieve the

following skills and competences:

Effective communication in an intercultural group

Combating prejudices and stereotypes

Mapping and management of misunderstandings and conflicts

Understanding the Erasmus+ programme

COMPULSORY LITERATURE

Coyote Magazin a. Issue 11 (May 2006): http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-

june-2006 b. Issue 14 (March, 2009): http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-

march-2009 c. Issue 15 (May 2010): http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-

may-2010

Tom Croft, Veronique Crolla, Benoît Mida-Briot: T-Kit on Social Inclusion. Council of Europe and European Commission, Strasbourg, 2003, http://pjp-eu.coe.int/documents/1017981/1667925/tkit8.pdf/e7eb677d-aac9-4a24-8e4e-96f11df03dcd

Erasmus+ handbooks

Rui Gomes (ed.): Compass – Manual for human rights education with young people, 2012 edition. Council of Europe, Strasbourg, 2012. http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf

RECOMMENDED LITERATURE

SALTO-YOUTH: Understanding You(th) – Exploring identity and its role in international youth work. London, 2010, https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

Silvio Martinelli, Mark Taylor: Intercultural Learning T-Kit. Council of Europe and European Commission, Strasbourg, 2000, http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

Peter Merry (ed.): Under Construction Citizenship, Youth and Europe T-Kit on European Citizenship.

Jonathan Evans, Wei Shen (ed.): Youth Employment And The Future of Work. Council of Europe and European Commission, Strasbourg, 2010. http://pjp-eu.coe.int/documents/1017981/1668233/YK10_Youth_employment.pdf/6640c44d-e46c-42c8-bd29-e382c3b29c16

http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-2006

http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-2006

http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-march-2009

http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-march-2009

http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-2010

http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-2010

http://pjp-eu.coe.int/documents/1017981/1667925/tkit8.pdf/e7eb677d-aac9-4a24-8e4e-96f11df03dcd



http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf

https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/


http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2


http://pjp-eu.coe.int/documents/1017981/1668233/YK10_Youth_employment.pdf/6640c44d-e46c-42c8-bd29-e382c3b29c16






BALL GEOMETRY


Instruction

ERA12E 4 István Lénárt

[email protected] Mathematics English

MODULE AIMS

The development of the early formation of geometrical concepts with the help of spherical or

spheroidal bodies such as fruits, balls, spherical construction tools, etc.

Remarks on continuing the topic in higher grades.

Freehand drawing and geometric constructions on spherical surfaces.

Spherical games on 3D models and on the computer screen.

Gaining practical experience in primary school. The relevant methodology of dealing with young

children.

RECOMMENDED READING:

Lénárt, I.: Alternative models on the drawing ball. In: Educational Studies in

Mathematics, 24/3 pp.277-312 1993.

The Plane-Sphere Project. Mathematics Teaching, MT 187, pp. 22-26, England, 2004.

Paper Geometry Vs Orange Geometry - Comparative Geometry on the Plane and the

Sphere. Mathematical Association of Victoria. Annual Conference 2009. La Trobe

University, Bundoora Australia.

http://www.mav.vic.edu.au/files/conferences/2009/21Lenart.pdf

Lénárt, I.: Adventures on the Lénárt Sphere. Blackline masters for the middle and high

school. Key Curriculum Press, Berkeley, California (1996).

Lénárt, I. - Anna Rybak: Hungarian Perspectives – Comparative Geometry in Primary and

Secondary School. In: The Pedagogy of Mathematics in South Africa: Is There a Unifying

Logic? Eds.: Paul Webb, Nicky Roberts. Real African Publishers on behalf of MISTRA

(2017), Johannesburg, Ch.5. pp. 107-122.

Anna Rybak - Lénárt, I.: COMPARATIVE GEOMETRY: BREAK BARRIERS BETWEEN MATH

AND MATH PHOBICS. Also in Polish: GEOMETRIA PORÓWNAWCZA: PRZEŁAMYWANIE

BARIER POMIĘDZY MATEMATYKĄ I FOBIĄ MATEMATYCZNĄ. Studia Psychologiczne. t. 55

(2017), z. 3, s. 3–16 PL ISSN 0081-685X DOI: 10.2478/V1067-010-0165-5.


http://www.mav.vic.edu.au/files/conferences/2009/21Lenart.pdf




CULTURAL ANTHROPOLOGY, MINORITY CULTURES


Instruction

ERA17E 4 Mr. András Déri

([email protected]) Social Sciences English

COURSE DESCRIPTION

The main purpose of the course is to better understand cultural diversity and the realities of

culturally diverse societies. The course helps students understand the positions of people and

groups of different backgrounds through the toolkit of sociology and cultural anthropology. The

involvement of non-formal methods helps to interpret and analyze concepts of stereotypes and

to find possible solutions for multicultural challenges.

COURSE CONTENT

- The approach and methods of cultural anthropology - Cultures and subcultures - Key concepts of cultural diversity - Ethnicity, the concept of nation, neo-nationalism - Stereotypes in everyday life, practices of combating prejudices and stereotypes - Xenophobia - Sexual and Gender Minorities

REQUIREMENTS

Knowledge and understating of the curriculum’s topics based on class activities and required

readings. The evaluation is partly based on class presence and active participation, partly on

individual (written or creative) assignment.

BIBLIOGRAPHY

James A Banks; Cherry A McGee Banks: Multicultural education: issues and perspectives, 9th Edition. Wiley, 2016

Richard D. Bucher: Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. Pearson Higher Ed USA, 2014.

Silvio Martinelli, Mark Taylor: Intercultural Learning T-Kit. Council of Europe and European Commission, Strasbourg, 2000, http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2







Nigel Rapport: Social and Cultural Anthropology: The Key Concepts (Routledge Key Guides) 3rd Edition. Routledge, 2014.

Steven Vertovec: Routledge international handbook of diversity studies, 2015.

FURTHER READINGS

Anthony Giddens; Philip W. Sutton: Sociology – Seventh Edition. Polity Press, Cambridge, 2013

Rui Gomes (ed.): Compass – Manual for human rights education with young people, 2012 edition. Council of Europe, Strasbourg, 2012. http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf

Eliot R. Smith, Diane M. Mackie, Heather Claypool: Social Psychology, 4th Edition. Routledge, 2014.

SALTO-YOUTH: Understanding You(th) – Exploring identity and its role in international youth work. London, 2010, https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

Tom van der Meer – Jochem Tolsma: Ethnic Diversity and Its Effects on Social Cohesion. Annu. Rev. Sociol. 2014. 40:459–78, https://drive.google.com/file/d/0B4Fe6e_maR6rYmtVREFYWE9rd28

http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf



https://drive.google.com/file/d/0B4Fe6e_maR6rYmtVREFYWE9rd28




ENGLISH CHILDREN’S LITERATURE I


Instruction

ERA06E 4 Dr. Árva Valéria

[email protected] Foreign Language

and Literature English

Language Requirement: B2/C1 level of English

Level of Instruction: BA / undergraduate

COURSE DESCRIPTION

The objective is for students to acquire a wide range of kowledge about children’s literature in English-

speaking countries (nursery rhymes, children’s poetry, chants, songs, games etc.) and their creative and

experiential usage in pre-school sessions. Students will acquire subject-matter knowledge in English

children’s literature as well as theoretical and practical skills that will aid their professional development as

pre-school teachers. Students will explore target language cultures through the children’s literature of

English-speaking countrie, present these texts in a child-centred way and acquire age-appropriate activity

types, methods and techniques for educating young children. Students will gain insight into developing

children’s sense of movement and rhythm, musical taste, abilities for verbal and non-verbal expression and

pronunciation; in other words, the aim of this course is to instruct future educators in how to enrich

children’s social and emotional worlds.

COURSE CONTENT

During the course students will study definitions in children’s literature, various kinds of frameworks for

interpreting ideas, an overview of genres and themes in children’s literature and the place and role of short

genres (chants, rhymes, songs, games, counting out rhymes, tongue twisters) in the holistic development

of children. The types and main features of various genres, traditional and contemporary children’s

literature and the role of songs, music, rhyme, rhythm, movement, dance, humour and games in the holistic

development of young children will also be examined.





BIBLIOGRAPHY

1. Hahn, D. (2015): The Oxford Companion to Children’s Literature. Oxford University Press, Oxford.

2. Hooper, C. (2004): The Usborne Nursery Rhyme Songbook with CD. Usborne Publishing, London.

3. Kovács, J. & Trentinné Benkő, É. (2011): A Task-based Reader on Methodology and Children’s

Literature for Students of Primary Teacher Training. ELTE Eötvös Kiadó, Budapest.

4. Thomas, T. (2010): Poems for Young Children. Miles Kelly Publishing Ltd., Essex.

5. Trentinné Benkő, Éva & Szepesi, Judit (2005): English as a Foreign Language. Rhymes, songs, poems

and stories. Level A1. Sulinova Kht, Budapest.




GENERAL LANGUAGE DEVELOPMENT FOR TEACHERS ON ELEMENTARY, PRE-INTERMEDIATE,

INTERMEDIATE AND ADVANCED LEVELS


Instruction

ERA07E 4

Kruppa Éva [email protected]

Fenyődi Andrea [email protected]

Maya Lo Bello [email protected]

Foreign Language and Literature

English

Language Requirements: A2/B1-2/C1 level of English


Other important information: Only a limited number of students are admitted. Contact with the

department is required prior to admission.

COURSE DESCRIPTION

The aim of this course is to develop students’ vocabulary, listening, reading, writing and speaking

skills through educational topics related to pre-schools, primary schools and working with children.

Students will be able to communicate about general and educational topics.

COURSE CONTENT

To be specified at the beginning of course.







METHODOLOGY OF BILINGUAL PRE-SCHOOL SESSION: VISUAL EDUCATION


Instruction

ERA08E 4 Poros Andrea

[email protected]


English

Language requirements: B2/C1 level of English

Level of training: BA / undergraduate

Other important information: Limited class number, department contact is required prior to admission.

COURSE DESCRIPTION

The aim of the course is to train students in possession of the knowledge and competencies that enable

them to conduct visual art education in English at a preschool education level. Students will be competent

in English-language visual art education and its methodology, gained by instruction in the relevant English

vocabulary. A familiarization with the visual cultures of English-speaking cultures will also be acquired.

Students will be able to plan, organize and carry out teaching activities in the field of visual education,

thereby possessing the necessary background for furthering language development through visual arts

education in an efficient and age-appropriate way for pre-school children.

COURSE CONTENT

During the semester students develop the methodology competencies necessary for visual education in

English while acquiring the necessary language base through working on topics, such as the English

terminology for a theoretical basis in visual arts (history, genre, interpretation), the role of visual arts in

forming personality, the role of aesthetic experience and values in the process of socialization in pre-school

age. Materials, techniques, linguistic tools and their equivalents in English, crafting objects and preparing

objects for every-day use will also be learned.

BIBLIOGRAPHY

1. Althouse, R., Johnson, M.H. & Mitchell, S.T. (2003): Colors of Learning. Integrating the Visual Arts

into the Early Childhood Curriculum. National Association for the Education of Young Children,

Washington.





2. Barbe-Gall, F. (2005): How to Talk to Children about Art. Frances Lincoln Limited, London.

3. Dodne, D.T. & L.J. Colker (2002): The Creative Curriculum for Early Childhood. Teaching Strategies

Inc., Bethesda, MD.

4. Tereni, L. (2010): A History of Visual Art Education in Early Childhood Education in New Zealand:

Looking Backwards to Go Forwards. International Art in Early childhood Research Journal, Volume

2, Number 1.

5. Wright, A. (2001): Art and Crafts with Children. Oxford University Press, Oxford.




METHODOLOGY OF BILINGUAL PRE-SCHOOL SESSION: PHYSICAL EDUCATION


Instruction

ERA09E 4 Fenyődi Andrea

[email protected]


English

Language Requirements: B2/C1 level of English


Other important information: Limited class number, contact with department is required prior to

admission.

COURSE DESCRIPTION

This course aims to develop the knowledge and competencies based on which students will perform

teaching activities in physical education (PE) in English in preschool education. Students will learn how to

organize extracurricular sports and game activities in pre-school, thereby developing children’s

spontaneous foreign (English) language use. The course also aims to develop students’ language

competence in the field of physical education in English and its methodology.

COURSE CONTENT

During the semester students will develop the methodological competencies necessary for physical

education in English while acquiring the necessary language base for physical education in English, including

the following topics: work safety, basic terminology of physical education in English, the characteristics of

physical development of pre-school age and programmed physical development, types and management

of exercises, PE equipment, tools and their use, gymnastics, free exercises and their role in bodily, cognitive

and social/emotional development, teaching PE games, games with movements and ball, outdoor sports,

athletics, organising and managing leisure-time sports activities. Instruction is realized through reading,

discussions of the reading materials and micro teaching sessions.

BIBLIOGRAPHY





1. Ayers, S. F., Housner, L. D., & Kim, H. Y. (2005): Directory of Programmes in Physical Education –

Teacher Education. Fitness Information Technology Inc., USA.

2. Graham, G. M. (2006): Children Moving: A Reflective Approach to Teaching Physical Education.

McGraw-Hill Publications, New York.

3. Metzinger, M.: Basics of Exercise and Sport Conditioning (Practical Approach) I. Magyar

Testnevelési Egyetem házi jegyzete. Budapest. Magyar testnevelési Egyetem, Budapest.

4. Tihanyiné Hős, Á. (2006): Physical Education for Bilingual Primary Schools – Teacher’s Manual,

Grades 1-4. Konsept_H Könyvkiadó, Budapest.

5. Wall, J., Murray, N. (2005): Children and Movement: Physical Education in Elementary School,

Textbook. McGraw-Hill Publications, New York.




THEORY AND PRACTICE OF BILINGUAL EDUCATION + OBSERVATION IN KINDERGARTEN WITH

ENGLISH LANGUAGE PROGRAMME


Instruction

ERA10E 4 Éva Trentinné Dr. Benkő [email protected]


English

Students should complete both components of the course to receive 4 ECTS. Completing only one

parrt woth 2 ECTS.

Prerequisite: specialization (at home institute) in teaching English as a Foreign Language to Very Young

Learners

Other important information: Limited class number, contact with department is required prior to

admission.

COURSE DESCRIPTION

The objective of the course is for students to gain a state-of-the-art knowledge regarding bilingualism and

the theory of bilingual pre-school education while preparing for their individual bilingual kindergarten

practice. By including instruction in the latest Hungarian and international educational research results, the

course also aims for students to form the kind of a language pedagogy approach that focuses on the holistic

development of pre-school children. Observation and teaching practice at bilingual pre-schools are also

part of the training.

COURSE CONTENT

Students will be familiarized with the theoretical and practical foundations for conducting pre-school life

and sessions in a foreign language. During the course they will study the definitions, types and

characteristics of bilingualism, beliefs and misbeliefs about bilingualism and multilingualism based on

research results. In addition to learning about the objectives, tasks, challenges and ways of pre-school

education in the target language, students will explore the psychological and pedagogical foundations for





pre-school education in the target language. Students will develop the attitude and competencies

necessary for enabling them to develop their professional knowledge, attitude and competencies further.

BIBLIOGRAPHY

1. Coyle, D. Hood, P. & Marsh, D. (2010): CLIL. Content and Language Integrated Learning. Cambridge

University Press, Cambridge.

2. Kovács, J. & Trentinné Benkő, É. (2011): A Task-based Reader on Methodology and Children’s

Literature (5th edition). ELTE Eötvös Kiadó, Budapest.

3. Kovács, J. & Trentinné Benkő, É. (2014): The World at Their Feet: Children’s Early Competence in

Two Languages through Education. Eötvös József Könyvkiadó, Budapest

4. Trentinné Benkő, Éva (2015): Teacher Training for CLIL in Hungary: An Empirical Study. IN:

Hanesová, Dana (szerk.): Learning Together To Be a Better CLIL Teacher: Proceedings from

International Conference. Banská Bystrica: Univerzita Mateja Bela, (ISBN:9788055708874) pp. 29-

38.

5. Kelly K. & Kitanova S. (eds.) Writers: Dombeva L., Dragovic D, Goranova E., Kitanova S., Popova R.,

Trentinné Benkő Éva et al. (2004): Share Your World: Skills for Teaching and Learning about Global

Issues. Bulgaria: British Council, 2004. 67 p. (ISBN:954-91065-5-1)

http://www.isbnsearch.org/isbn/9788055708874




ENGLISH LANGUAGE PREPARATORY COURSE FOR ENGLISH-HUNGARIAN BILINGUAL PRE-

SCHOOL EDUCATION II.


Instruction

ERA37E 4 Kiss Gabriella



LANGUAGE REQUIREMENTS:

B2/C1 level of English

LEVEL OF TRAINING:

BA / undergraduate

MODULE AIMS:

The aim of the course is to improve the general language skills of trainees planning to work in

bilingual kindergartens.

MODULE SUBJECT:

The course offers general language development for students specialising in bilingual kindergarten

education. Students develop the four main language skills: speaking, listening, writing and reading.

Vocabulary is expanded through topics concerning pre-school education. Students are expected

to work continuously.

OTHER IMPORTANT INFORMATION:

Level B2. Closed number, prior to admission departmental contact is required!





COMPARATIVE LITERARY AND CULTURAL STUDIES


Instruction

ERA64E 4 Márton Hoványi Ph.D.

[email protected] Hungarian Language


Language Requirement: B2/C1 level of English


COURSE DESCRIPTION

During the course, students are first educated on the theoretical features of comparison. In the

following, this knowledge will enable them to carry out examinations across the literatures of

different eras or across literature and other arts, or even across the culture and literature of

different peoples.

LEARNING OBJECTIVES

The literacy of students is enriched, their critical sense sharpened. They become capable of seeing

their and other cultures and arts in a more subtle way. Their argumentative and interpretive skills

develop.

COURSE CONTENT

Introduction to comparative literary and cultural studies, European and American literature,

literary canons, literature and other arts (dance, painting, sculpture, film, photography), antique

and modern literatures, comparative cultural studies.

BIBLIOGRAPHY

1. Jonathan Culler, Literary Theory. A very short introduction, Oxford UP, Oxford-New York, 1997 (Very Short Introduction).

2. Harold Bloom, The Western Canon. The books and school of ages, Riverhead Books, New York, 1995.

3. World Literature in Theory, ed. David Damrosch, Wiley-Blackwell, 2014. 4. The Norton Introduction to Literature, ed. Kelly J. Mays, W. W. Norton & Company, New

York-London, 2018. 5. Canons, ed. Robert von Hallberg, University of Chicago Press, Chicago-London, 1984. 6. Márton Hoványi, Prophetic Counterparts in The Brothers Karamzov. A comparative

literature monograph, Blessed Hope Publishing, Saar-Brücken, 2015.





LEISURE SPORT


Instruction

ERA63E 4 Dr. Péter Vári

[email protected] Physical Education English

Course Aim Students will be exposed to free-time, sports and physical recreation activities that can be conducted within a school environment. Students will learn how to organize physical activities for the purpose of promoting a healthy lifestyle, establishing a sense of well-being, preventing illness, reducing stress and providing an opportunity for active relaxation. The aim of the course of for students to gain familiarity with many types of free-time sports activities, including outdoor forms of exercise. Acquired Knowledge Students will learn

physically active methods for spending free-time recreational forms of activity for both indoor and outdoor situations the role of physical exercise in preventing disease and developing a sense of well-being the fundamentals of organizing and conducting recreational activities

Abilities The students must be able to

• apply the theoretical framework for free-time forms of exercise • utilize recreational activities, with particular emphasis on usage of adaptive sports

recreation • plan and conduct recreational trainings

Attitude Students must Genuinely Represent:

• the importance of free-time, physical exercise conducted over a lifetime • the significance of a health-conscious lifestyle

Be Open Toward: • different types of lifestyle sports, or to becoming familiarized with a wide range of other

recreational sports activities Strive For:

• the inclusion of elements related to a healthy lifestyle into their own daily practices





• the continuation of a lifestyle that is also exemplary in the area of disease prevention.

Autonomy, responsibilities Students must independently complete the following aspects:

• practice of the exercises and techniques connected to the material covered during the

semester

Accept responsibility for:

• preserving their own and others physical well-being as the course material is being

practiced

Requirements, Compulsory Literature

Gallahue, D. A. (1996). Developmental physical education for today's children (3rd ed.). Madison, WI: Brown and Benchmark.

Graham, G., Holt/Hale, S. A., & Parker, M. (1998). Children moving: A reflective approach to teaching physical education. Mountain View, CA: Mayfield.

Gruber, J.J. 1985. “Physical Activity and Self-Esteem Development in Children: A MetaAnalysis.” The Academy Papers 19: 30–48.

Lund, Jacqueline (2015) Standards-Based Physical Education Curriculum Development, Jones and Bartlett Learning, US.

Mitchell, S. A., Griffin, L. L., & Olsin, J. L. (1994). Tactical awareness as a developmentally appropriate focus for the teaching of games in elementary and secondary physical education. Physical Educator, 51(1), 21-28.

Competencies, Topics

the fundamentals of recreational trainings, connected forms of activities and their methods

physical activities that can also be used for free-time recreation

recreational sports/physical activities that can be done individually or in groups

outdoor sports




NATIONALITÄTENKUNDE – GESCHICHTE DER UNGARNDEUTSCHEN


Instruction

ERA56E 4 Judit Klein

Kontakt: Gizella Baloghné Nagy [email protected]


German

Number of lessons weekly: 1

Das Ziel der Studieneinheit

Die Studenten lernen die Geschichte der Deutschen in Ungarn kennen.

Kursinhalt

Die Hauptthemenkreise sind: das Deutschtum im Karpatenbecken vor der ungarischen Landnahme und

während Stephan I., deutsche Siedler im frühen Mittelalter in der Zips und in Siebenbürgen, das

Deutschtum im dreigeteilten Land und im Kampf für die ungarische Unabhängigkeit, die Ansiedlung der

Deutschen in Ungarn, der Einfluss des ungarischen Nationalismus auf das deutsche Bürgertum am Anfang

des 19. Jh., das ungarländische Deutschtum zur Zeit des Reformzeitalters, in der Revolution und im

Freiheitskampf von 1848 sowie im Kampf gegen die Willkürherrschaft, der Ausgleich, die neue

Nationalitätenpolitik, die Nationalitätenbewegung zur Zeit des Dualismus, der erste Weltkrieg, Jakob

Bleyer, die neue Nationalitätenpolitik, das Deutschtum zwischen den zwei Weltkriegen, das Deutschtum

im zweiten Weltkrieg, der Volksbund, die Treuebewegung, die Aussiedlung, das Deutschtum nach der

Aussiedlung sowie ihre Geschichte bis 1989, die Lage des Ungarndeutschtums von 1990 bis in unsere Tage.

Methoden des Lernens/Unterrichts: Wenden Sie sich bitte an den Dozenten (E-Mail)




METHODIK MUSIK / NATIONALITÄTENKINDERGÄRTNER


Instruction

ERA16E 4 Ms. Mira Gölcz [email protected]


German



Die Studenten sollen sich bekannte traditionelle und moderne Kinderlieder der deutschsprachigen

Länder aneignen und dadurch ihren Wortschatz erweitern. Sie werden in die Methodik der

zielsprachigen Musikvermittlung eingeführt. Sie sollen einen Überblick über das Liedgut der

Ungarndeutschen bekommen, damit sie dieses liebgewinnen und dadurch das

Identitätsbewußtsein der Kinder fördern können.

Kursinhalt

• Einführung in die Musiktheorie in deutscher Sprache;

• Aufbau der zielsprachigen Musikeinheiten;

• Methodische Möglichkeiten der zielsprachigen Liedvermittlung;

• Altersspezifische Auswahlkriterien des Liedgutes;

• Fächerübergreifende Vermittlung von Liedern;

• Präsentation und Vermittlung von Liedern an die Seminarteilnehmer;

• Das Liedgut der Ungarndeutschen;

• Lieder und Bräuche;

• Förderung der Musikwahrnehmung der Kindergartenkinder.






KINDERGARTENPRAKTIKUM I.


Instruction

ERA13E 4 Ms. Réka Miskei-Szabó

[email protected]


German

Das Ziel der Studieneinheit / Kursinhalt

Aktivitäten in deutscher Sprache zu planen bzw. zu verwirklichen.

Kursinhalt

Vorbereitungsentwürfe werden zu verschiedenen Themen geschrieben und in Form von

Ideenbörse präsentiert. Die Aktivität wird anschließend analysiert.

Methoden des Lernens/Unterrichts

Umsetzung fachmethodischer Kenntnisse in der Praxis.





LITERATUR DER DEUTSCHSPRACHIGEN LÄNDER


Instruction

ERA14E 4 Gizella Baloghné Dr. Nagy

[email protected]


German



Das Ziel der Studieneinheit ist das Lesen und Kennenlernen der deutschen Literatur und dadurch

der deutschsprachigen Kultur, die mit der Literatur in Beziehung steht (Kunstgeschichte,

Architektur, Musik, Theaterkultur). Die Studenten sollen sich literarische Fachbegriffe und

Interpretationsverfahren aneignen und sie bei der Analyse anwenden können.

Kursinhalt

Im Laufe des Seminars werden die folgenden literarischen Epochen der deutschen Literatur an

Beispiel von Textauszügen und Gedichten behandelt:

• althochdeutsche Literatur

• Hildebrandslied

• Merseburger Zaubersprüche

• Geschichte des Minnesangs (von dem Falkenlied bis zum Walther von der Vogelweide)

• Das Nibelungenlied

• Literatur des Spätmittelalters

• Literatur des Barock

• Die Aufklärung (Lessing: Nathan der Weise)

• Sturm und Drang (Die Leiden des jungen Werthers)






ZWEISPRACHIGKEIT – PRAXIS


Instruction

ÓP17NA07N07 2 Ms. Teréz Radvai


and Literature German



Den Studenten nach der theoretischen Fundierung eine methodische Vielfalt der Möglichkeiten und

Medien der Zweitsprachvermittlung anzubieten bzw. Gesichtspunkte zur Anfertigung von kleineren

Beschäftigungseinheiten zu vermitteln. Logisch aufgebaute kleinere Beschäftigungseinheiten erarbeiten

und ausprobieren lassen. Aneignung der dazu notwendigen deutschsprachigen Instruktionen.

Kursinhalt

Psychologische Annäherung der Zweitsprachvermittlung:

• Wie fällt Lernen leicht?

• Einstimmung zum Lernen

• Zuhören und ausreden lassen

Vermittlung methodischer Kenntnisse:

• Gesichtspunkte zum Aufbau einer Beschäftigungseinheit;

• Vorschläge zur Wortschatzarbeit;

• Praktische Beispiele ganzheitlicher Sprachförderung zu verschiedenen Themenkreisen.

• Anfertigung von Beschäftigungsentwürfen;

• Präsentation von kleinen Einheiten.



Documents

COURSES FOR INTERNATIONAL STUDENTS - ELTE …COURSES FOR INTERNATIONAL STUDENTS SPRING / SUMMER SEMESTER 2019/2020 PRE-SCHOOL EDUCATION EÖTVÖS LORÁND UNIVERSITY FACULTY OF PRIMARY