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INTRODUCTION

 

If we take into account that the border of our world is the language, then, it is clear that the acquisition of a language means the broadening of the world of the subject who learns a new language. More precisely, the acquisition of a language and the gradual acquisition of the linguistic skills that are required for the fulfillment initially of the everyday needs and gradually of the integration in a society and the acquisition of its social and cultural norms are of great importance nowadays that the old frontiers tend to disappear and the ethnic identity has lost its omnipotence and it is not enough any more in order that a person would feel secure and protected.

 

In other words, the language is the vehicle by which the gap between the immigrants or the ethnic minorities and the people of the host country will be bridged through the mutual interaction and the resulting mutual understanding.

In order that the above objective would be achieved, educators must have a clear view of

bulletthe objectives of the migration
bulletthe knowledge of the language, morals and religion
bulletthe historical past, the psychological identity of the group, specific attitudes in relation to people and world

 

The knowledge of the above factors will help the educator to approach the trainee in the appropriate way and thus create such a climate in the class which will facilitate the self-realisation and subsequently the self-acceptance of the trainee as well as his/her integration into the microcosm of the class which in its turn will prepare the subject in question for his/her integration into the social and national macrocosm.

In order that this would be achieved the educator must have a deep and unprejudiced knowledge of the background of the trainee and thus become the catalyst of a future successful integration and peaceful coexistence of self-realised, different but equal subjects.

 

Given that the above factors are well considered and realized by the educators of immigrants and ethnic minorities have to pass to the second step which is the exploitation of the cultural heritage of the trainees, but not only for the realization of the didactic procedure. What is a provocation for each sole educator is to bring these elements in the surface of attention and interest, make the trainees feel comfortable with themselves and thus by possessing both traditions it is sure that we have created the conditions for further creative cooperation and peaceful interaction.

By having achieved the above goals we have put the keystone for the creation of a multicultural society, where the sole immigrant or member of an ethnic minority will find the way for the fulfillment of his/her inner self by the exploitation, transformation and recreation of the bicultural situation that he/she experiences.

In this way the assets that each immigrant surely carries will be exploited and each of them will acquire the place that he/she deserves and not a marginal one as it is the case today in all our European civilized countries in a society that appreciates the personal educational and cultural background and grants to its members their deserved place. 


On the whole through teaching immigrants we try to set a model not only of acquisition of the language but also a model of integration through the acquisition of the language in a given society while trying to comfort the crisis that such a change as immigration causes, which might not be an exaggeration to say that poses fear for life or death sentimentally, socially, culturally and nationally.


BIPLIOGRAPHY

 

 

Baker C., Εισαγωγή στη Διγλωσσία και τη Δίγλωσση Εκπαίδευση, Αθήνα 2001

Βaynham M., Πρακτικές Γραμματισμού, Αραποπούλου Μ. (μετ), Μεταίχμιο

Cummins, J., and Swain, M., Bilingualism in Education, Longman 1986

Farrel P., Multicultural Education, 1990

Freeman Rebbecca D., Bilingual Education AND Social Change, 1998

Genesee , Fred (ed), Educating second language children: the whole child, the whole curriculum, the whole community, Cambridge University Press, 1994

Halliday M.A.K., Language, Social Life and Critical Thought, 1995

International Symposium (Athens, April 6-9, 1995), Education of Gypsies, Development of Teaching Material, Athens 1997

Langue, Langues en Europe, Athens 2001

Rigas A., Education of Ethnic Minorities: Unity and Diversity, Athens 1999

Robertson A.Ee. & Bloome D., Οι μαθητές/τριες ως Ερευνητές/τριες, Κάραλη Μ. (μετ), Μεταίχμιο

Skutnabb-Kangas and J. Cummins (ed), Minority Education: from shame to struggle, 1988

Van Herreweghe, M.L., Education and the respect of Each’s Person’s Identity and Lived Values, Belgium

Walterova E., Consideration of a Concept of Intercaltural Education in Europe , Czech Republic

Γκότοβος Α., Η Κοινωνική Κατασκευή Μειονοτικής Ταυτότητας, 2001

Δενδρινού Β., Η Διδασκαλία της Μητρικής Γλώσσας, www.komvos.edu.gr

Ευσταθιάδης Σ. (επ.υπ), Ενδιάμεσο Επίπεδο για τα Νέα Ελληνικά, ΥΠΕΠΘ-Κέντρο Ελληνικής Γλώσσας, Θεσσαλονίκη 2001

Eυσταθιάδης Σ., Αντωνοπούλου Ν., Μανάβη Δ., Βογιατζίδου Σ., Πιστοποίηση επάρκειας της ελληνομάθειας, ΥΠΕΠΘ-Κέντρο Ελληνικής Γλώσσας, Θεσσαλονίκη 2001

Κάτσιου-Ζαφρανά, Η Μάθηση στους Ενήλικες

Λύκου Χ., Η Συστημική Λειτουργική Γραμματική του Μ.Α.Κ. Halliday, Kέντρο Ελληνικής Γλώσσας Θεσσαλονίκης

Σκούρτου Ε., Τετράδια Εργασίας Νάξου, Διγλωσσία, Πανεπιστήμιο Αιγαίο

Toκαλίδου Β., Εισαγωγή στη Διδακτική των ζωντανών Γλωσσών, Αθήνα


WORK (Intermediate level)

 

General educational objectives

 

It is a presupposition that the student must have the ability to cope with the situations of everyday life. Moreover, the student must have the ability to understand the main elements regarding jobs in general. More precisely, it is a prerequisite that the student knows the different kind of jobs, the different sectors private and public, the different ways of payment and the existing conditions of work.

At the end of the unit the student must be able to talk, understand and analyse any subject relating to job in general as well as claim a permanent job relevant to his/her prior experience and qualifications and be able to cope with the responsibilities, obligations and social relations that result from the undertaking of any kind of job.

 

Special educational objectives

 

bulletUnderstanding of oral speech

 

    1. Ability to understand radio messages relating to work

    2. Ability to be involved in a conversation relating to jobs

    3. Ability to understand and analyse the main problems that refer to work nowadays

 

bulletUnderstanding of written speech

 

    1. Ability to read and understand an article relating to job

    2. Ability to read and understand advertisements about jobs and choose the right job

    3. Ability to untangle mixed information

 

bulletProduction of written speech

 

    1. Ability to write a cv

    2. Ability to write an effective letter of interest

    3. Ability of putting information in particular order

 

bulletProduction of oral speech

 

1. Ability to connect sentences and exchange ideas, express certainty, ability,

  possibility, obligation etc, express positive or negative feelings, ask

  and     give     advise,     permission, help, describe experiences and facts,

  dreams, hopes and ambitions, explain and justify opinions and plans

    2. Ability to handle a conversation and overcome problems of communication

 

Communicational objectives

 

bulletLinguistic functions

 

1.      The student must have the ability to use the linguistic functions required so that he/she will be able to communicate his/her needs and fulfil his/her purposes

 

bulletSocial contacts

 

1.      Greetings

·        Ability to address to inferiors, superiors, co workers etc.

·        Ability to introduce oneself

 

 

Sociolinguistic objectives

 

The knowledge of the social and cultural elements of the country whose language one is about to learn is essential and contributes to the right use of the language and the efficient handling of each situation in question. Without the knowledge of this kind every linguistic attempt is about to fail and not to achieve its initial objective.

 

 

Methodology

 

The material which will be used for the teaching of this unit will be material of the everyday life.

The way in which this material will be used will simulate more or less to the actual situations of everyday life.

Role playing might be a quite productive and challenging way of approaching this unit.

More precisely the whole sequence of the unit demands the active participation of the student who will have to acquire knowledge linguistic, social and cultural at the same time which he/she must be able to use in real life.

 

Further Information

 

The information that can be given to the students is mainly internet addresses where they

can find information about services that can help with finding a job.


Evaluation

 

An objective evaluation will be the proved ability of the student to cope with everyday tasks.

At the same time the teacher can evaluate himself/herself and his/her methodology by the students’ acquired ability to cope effectively with the allocated tasks.

 

 

STUDENT’S EVALUATION

CONTENTS

+

+/-

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Ability to understand a radio message or an article in a newspaper referring to work problems 

 

 

 

Ability to understand, critically analyse and express opinion about all the main problems relating to work

 

 

 

Ability to select a job and write a cv and a covering letter for this job

 

 

 

Ability to participate in an interview claiming the selected job

 

 

 

Ability to cope with the resulting responsibilities and new roles

 

 

 

Ability to hold a discussion in which they use communicatively effective language that is appropriate in each situation

 

 

 


APPLICATION OF THE ABOVE PLAN FOR THE TEACHING OF THE UNIT ‘WORK’

 

FUNCTIONS

Special educational objectives

 

Understanding of oral speech

 

bulletListening to an official announcement or an interview about a new development in the labour relations and answering to questions concerning the main problems that the announcement is referred to

 

Proposed tasks:

 

 

    1. Selection of a recent announcement or interview on the radio or on tv and analysis

        of it in the classroom by posing questions regarding its meaning, the problems it

        entangles and the solutions it suggests

    2. Further enhancement of this task by asking the student to express the main

        problems he/she faces at work such as unemployment, low payment,

        underemployment, insurance etc

    3. At this stage the student must become familiar with the vocabulary that refers to

        job and the problems around it

 

Understanding of written speech

 

bulletReading of an article relating to work and answering questions referring to the main arguments that it poses
bulletSelection among a big variety of advertisements about jobs of a job according to the student’s qualifications, experience and personal characteristics

 

Proposed tasks:

 

  1. Selection of an article of a newspaper referring to job in general or to a problem relating to job in particular and analysis of this text
  2. Insistence on the arguments of the above text and attempt to make the student familiar with the relevant vocabulary and the current problems
  3. We invite the student to select from a list of advertisements about jobs a job that he/she thinks that best suits to his/her interests, experience and qualifications
  4. Formal letter applying for a job from an advertisement in the newspaper or elsewhere

 

Production of written speech

 

bulletInformation and vocabulary for the production of an effective and up to date curriculum vitae according to the European model
bulletGuidelines about the structure, the vocabulary and the formalities for the production of an effective letter of interest according to the new demands of the market

 

Proposed tasks:

 

1.      Writing a cv for the selected job

2.      Writing of a letter of interest for the selected job

 

Production of oral speech

 

bulletThe student must be asked to talk freely about his/her professional experience, background, present situation and aims
bulletThe student must also be asked to participate in an interview relating to the job he/she has selected from the advertisement

 

Proposed tasks:

 

  1. At this stage there must take place a vocabulary enhancement relating to the topics of the specific objective
  2. We can ask two or more students to form a board, which will interview the candidate and then decide whether he/she will be selected or not.

For this task we must provide the students with the knowledge of the formalities that one has to follow in formal situations such as an interview as well as with effective ways of presenting oneself and addressing superiors as far as vocabulary and structure is concerned

 

Communicational objectives

 

Linguistics functions

 

bulletThe student must become familiar with the subordinate connection and generally with more complicated structures as he/she will be asked to express deeper thoughts, wishes, beliefs etc

 

Social contacts

 

bulletThe student must become familiar with the different ways of addressing different people e.g. superiors, inferiors, co-workers etc
bulletMoreover, the student must acquire the ability to present himself/herself effectively to possible employers and be convincing while doing it

 

Sociolinguistic objectives

 

Through the above tasks the student must acquire an understanding of the attitudes of the society he/she lives towards work, the differentiation of the roles and the qualities one has to have in order to be effective as far as work is concerned

 

 

This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: 
 eu-project@gmx.com
 
Latest update of this page: 2005-07-15 
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