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.
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.
order that the above objective would be achieved, educators must have a clear
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.
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.
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.
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
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.
και τη Δίγλωσση
Αραποπούλου Μ. (μετ),
J., and Swain, M.,
Bilingualism in Education, Longman 1986
Rebbecca D., Bilingual
Education AND Social Change, 1998
Social Life and Critical Thought,
April 6-9, 1995), Education of Gypsies, Development of Teaching Material,
Langues en Europe,
Rigas A., Education
of Ethnic Minorities: Unity and Diversity,
Κάραλη Μ. (μετ), Μεταίχμιο
and J. Cummins (ed),
Minority Education: from shame to struggle, 1988
Herreweghe, M.L., Education
and the respect of Each’s Person’s Identity and Lived Values,
E., Consideration of a Concept of Intercaltural
για τα Νέα
Ν., Μανάβη Δ., Βογιατζίδου
Χ., Η Συστημική Λειτουργική
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.
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
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
1. Ability to write a cv
2. Ability to write an effective letter of interest
3. Ability of putting information in particular order
2. Ability to handle a conversation and overcome problems of communication
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
· Ability to address to inferiors, superiors, co workers etc.
· Ability to introduce oneself
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.
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.
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.
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.
OF THE ABOVE PLAN FOR THE TEACHING OF THE UNIT ‘WORK’
Understanding of oral speech
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
Production of written speech
1. Writing a cv for the selected job
2. Writing of a letter of interest for the selected job
Production of oral speech
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
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:
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