Πρόγραμμα Σπουδών

Profile of Programme

The program’s main objective is the in-depth study of language and language arts education based on theoretical knowledge from the fields of literacy studies and applied linguistics. Students in the program examine psycho- and socio-linguistic, sociological-anthropological, and philosophical trends that have contributed to the formation of different approaches in the study of language, literacy and language arts. The program is especially designed for teachers and other professionals who are interested in language, discourse and texts in various epistemological fields, offering theoretical and research foundations on issues relating to language, literacy and education. Students familiarize themselves with theories of language learning and literacy development, while special emphasis is placed on the synchronic and diachronic influence of the sociocultural context on the formation of language policies, language values, language use and different types of literacies and on the way all these interact with language arts and language education in and out of school. Finally, the program focuses on various research approaches employed for the study of language and literacy in an out of school such as critical discourse analysis, linguistic ethnography, multimodal interaction analysis and cyber-ethnography.

Key Learning Outcomes

Upon the completion of the program the student are expected to,

● critically analyze the concepts of language, text, discourse and communication and the various aspects of literacy in relation to contemporary sociocultural, sociolinguistic and socio-anthropological theories.
● recognize the epistemological premises of theories on language learning, literacy development, and literacy learning that are necessary for bridging the gap between a narrow understanding of literacy as a reading and writing skill, and a broader social understanding of literacy in society.
● acquire theoretical expertise on various aspects of language arts, such as grammar teaching, reading and writing, communicating in different modes, digital literacy and bilingual/multilingual education.
● be able to respond to the different challenges for language and literacy education in the contemporary era.
● contribute to research in the domains of language, literacy and education.

Key Information

Department: Department of Education

Faculty: Faculty of Social Sciences and Education

Programme Name: Language, Literacy and Education

Direction: Language, Literacy and Education

Level of Qualification: 2nd Cycle (Master's Degree) [4 Semesters]

Programme Category: Conventional/In person

Mode of Study: Full time and Part time are both possible

Language of Instruction: Greek

Coordinator: Kontovourki Stavroula (kontovourki.Stavroula@ucy.ac.cy)

Ioannidou Elena (ioannidou.elena@ucy.ac.cy)

Curriculum Structure

Course Type	ECTS
Compulsory
Compulsory	30
Restricted Elective	60
TOTAL ECTS	90

Courses per Semester

Conditions of Study

Specific Admission Requirements

The number of places available are announced by the Graduate School with the eligibility criteria for candidates, as well as other required documents that must be attached to the application such as:

• Bachelor’s degree from a recognised University.

• Previous University education in a suitable subject (academic background) and grades of relevant degrees.

• Letters of recommendation.

• Personal interview and/or written examination (if provided by the Department’s internal rules).

• Submission of preliminary research proposal for admission to a doctoral course (if provided by the Department’s internal rules).

The Department may also set additional criteria and quality indicators such as: (a) number of students’ publications in scientific journals, (b) students’ participation in seminars, symposia, research programmes, (c) presentations by students at conferences, (d) knowledge of foreign languages, and (e) professional experience, etc.

Rules of Study

Students must always advise the University's' Postgraduate Study Rules

Graduation Requirements

Successful completion of the requirements of the Program

Examination Regulations

Please advice Postgraduate Study Rules

Assessment and Grading

The grading system is numerical, from 0 to 10 with increments of ½. The minimum passing grade is 5. The final grade of a graduate student is calculated as the grade point average of all courses passed by the student.

In a postgraduate programme of study, courses can be graded as Success/Failure. These courses do not count towards the student’s GPA, and may not exceed 25% of the programme’s ECTS, with the exception of the dissertation units. All courses are presented in the Postgraduate Studies Prospectus.

The diploma dissertation, thesis, research and writing stages are graded with Success / Failure. The final grade of the dissertation is registered in the last semester of its elaboration. Master level dissertations are calculated qualitatively as Excellent, Very Good, Good, and Failure.

Occupational Profiles of Graduates with Examples

Given this specialized knowledge and expertise, program graduates have increased opportunities to be employed in different spaces and domains where the study and teaching of language and literacy are central, both within and beyond public education. A significant number of our graduates are already employed (a) at private preprimary, primary and secondary schools, with a full-time status; (b) specialized public education programs, like ΔΡΑΣΕ for which they are credited with extra points; (c) other publicly funded programs for the expansion and support of public education like afternoon and summer school programs; (d) modules of the State Institutes of Further Education, especially those relating to the teaching of greek as a second language. Graduates of the program are also employed by Non-Governmental Organizations (NGOs) and other organizations whose action extends beyond school language teaching to focus on broader literacy practices and discourse communities. Further, they are in a position to be employed by organizations and research centers for the design and implementation of relevant programs. Finally, it is worth stressing that a significant number of program graduates have succeeded at the national examinations for teachers’ accreditation and inclusion in the newly-introduced appointment registry, and have been appointed to public schools, which the acquisition of a masters’ degree concurrently ensures extra credit for their inclusion in the conventional appointment registry.

Access to Further Studies

Graduates can be admitted to Doctoral Programs