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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 Eachís Personís 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

 


EDUCATION (intermediate)

 

General educational objectives

At the end of this unit the student must be clear about the types of schools that exist, the qualification he/she can obtain, the needs and currents of the market and be able to choose the type of education that best fits his/her wishes, ambitions, dreams etc

They must also be able to use the language in socially meaningful ways and make use of the target language.

This of course presupposes that the student must have developed a certain degree of linguistic, pragmatic and sociolinguistic competence and they are able to engage successfully in communicative activities.

 

Special educational objectives

 

Understanding of oral speech

bulletAbility to ask clarification and make questions to clarify and ensure that they have been understood
bulletAbility to understand and use the Greek language at school and in their social relationships
bulletAbility to refer to and discuss problems that concern the education
bulletAbility to ask for information about the different types of educational institutions, the qualifications they offer and the currents of the market or the science
bulletAbility to participate in oral exams

 

 

Understanding of written texts

 

bulletAbility to read and understand prospectuses and leaflets about the existing possibilities for education and training
bulletAbility to read and understand the regulations for the examinations and follow the given instructions
bulletAbility to understand the questions that are posed during oral or written examinations

 

 

Production of written text

 

bulletAbility to participate in the examinations successfully
bulletAbility to express oneself competently and be able to obtain or claim anything that one needs
bulletAbility to use appropriate register and shift from one register to the other register when required by the situation

 

Production of oral speech

 

bulletAbility to understand and use the Greek language at school and in social contacts
bulletAbility to participate energetically in the process of learning the language
bulletAbility to convey ideas clearly
bulletAbility to express ideas by making language choices which are appropriate for the situation context

 

Communicative objectives

 

The student must be capable to participate in the formal or the informal education of the country efficiently.

 

Sociolinguistic objectives

 

The knowledge of the social norms and attitudes towards education as well as the perspectives one has in the specific society after having obtain a specific qualification is essential and indispensable to the knowledge the student should have acquired after the end of this unit.

 

METHODOLOGY

 

The material which will be used for the teaching of this unit will be material which is actually used and is in circulation.

The way in which this material will be used will simulate more or less to reality.

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 put into practice immediately.

 

FURTHER INFORMATION

 

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

can find information about the existing educational institutions and the chances one has.

 

EVALUTION

 

STUDENTíS EVALUATION

 

CONTENTS

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+/-

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Ability to use the language orally relating to educational subjects

 

 

 

Ability to understand written information concerning education

 

 

 

Ability to produce written speech concerning educational matters

 

 

 

Ability to participate in written exams according to his/her level

 

 

 

Ability to express thoughts and opinions orally

 

 

 

Ability to participate in the educational institution to which one belongs

 

 

 

Ability to intervene, initiate and sustain a discussion using appropriate conversational strategies

 

 

 

Ability to use the language with transparency, flexibility and spontaneity as  far as educational matters are concerned or even for academic and social aims

 

 

 

 

 

 

 

 


APPLICATION OF THE ABOVE PLAN FOR THE TEACHING OF THE UNIT ĎEDUCATIONí

 

FUNCTIONS

Special educational objectives

 

Understanding of oral speech

 

bulletAbility to participate in the social and academic life of their institution
bulletAbility to participate in a discussion or argument concerning educational matters and also show appropriate initiative to keep the discussion going

 

Proposed tasks

        1. Acquaintance of the basic vocabulary relating to education as well as all the

            relevant information about each institution

        2. Invitation to enquire about the kind of education one prefers and the exact

            perspectives one has

 

Understanding of written texts

bulletAbility to decode any written text relating to education official or from the press etc
bulletAbility to summarise the most important parts of any written text

 

Proposed tasks

        1. Ask the students to go through a prospectus and select a type of study

        2. Ask the student to go through an application form and make sure that he/she

            understands it

Writing a letter of interest for an educational institution in order to ask for information or clarification

 

Production of written text

bulletAbility to communicate with the educational institutions in written form
bulletEffective and productive participation in the written exams

 

Proposed tasks

        1. Writing a letter of interest for an educational institution in order to ask for

            information or clarification

        2. Answering questions of written exams

 

Production of oral speech

 

Proposed tasks

1.      Ask the student to participate in a lesson and contribute orally to it

2.      Ask two or more students to ask for and give information about an institution or about examinations etc


 

Sociolinguistic objectives

 

Through the application of the above exercises the student will acquire all the relevant social and cultural information which is needed for the effective adjustment to a new reality

 

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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