This article discusses how English language classes in Greek schools could shift from a focus on English as a foreign language to developing students' multicultural awareness. It introduces the concept of Multicultural Awareness Through English (MATE) as an alternative teaching paradigm. MATE aims to help students understand and appreciate cultural diversity, develop intercultural skills, and recognize how language expresses cultural attitudes. The article argues MATE aligns with Greece's new Cross-Thematic Curriculum Framework, which emphasizes multiculturalism and preparing students for life in a diverse society.
This document discusses definitions and approaches to multicultural children's literature. It examines how such literature often uses common narrative schemas and stereotypes in depicting "the other", including an initial refusal of acceptance by the dominant group, testing of the other to prove their value, and eventual acceptance. While intending to promote diversity and cultural acceptance, these works sometimes undermine those goals by superficial or simplistic treatment of issues. The document also explores the use of folk tales from various cultures to teach cultural understanding and respect for differences in a more authentic way.
The esl teacher's role in heritage language maintenanceNelly Zafeiriades
The document discusses ways that English as a Second Language (ESL) teachers can support students in maintaining their heritage languages. It notes that while ESL instruction focuses on teaching English, the native languages of students influence their acquisition of English. The document outlines suggestions from ESL teachers on communicating with parents of heritage language students. Teachers recommended holding events outside of school to build relationships with parents, visiting students' homes, and inviting parents to observe their children in the classroom. The goal is for teachers to help parents feel respected and reassured about their children's progress as they learn English.
This article discusses how English language classes in Greek schools could shift from a focus on English as a foreign language to developing students' multicultural awareness. It introduces the concept of Multicultural Awareness Through English (MATE) as an alternative teaching paradigm. MATE aims to help students understand and appreciate cultural diversity, develop intercultural skills, and recognize how language expresses cultural attitudes. The article argues MATE aligns with Greece's new Cross-Thematic Curriculum Framework, which emphasizes multiculturalism and preparing students for life in a diverse society.
This document discusses definitions and approaches to multicultural children's literature. It examines how such literature often uses common narrative schemas and stereotypes in depicting "the other", including an initial refusal of acceptance by the dominant group, testing of the other to prove their value, and eventual acceptance. While intending to promote diversity and cultural acceptance, these works sometimes undermine those goals by superficial or simplistic treatment of issues. The document also explores the use of folk tales from various cultures to teach cultural understanding and respect for differences in a more authentic way.
The esl teacher's role in heritage language maintenanceNelly Zafeiriades
The document discusses ways that English as a Second Language (ESL) teachers can support students in maintaining their heritage languages. It notes that while ESL instruction focuses on teaching English, the native languages of students influence their acquisition of English. The document outlines suggestions from ESL teachers on communicating with parents of heritage language students. Teachers recommended holding events outside of school to build relationships with parents, visiting students' homes, and inviting parents to observe their children in the classroom. The goal is for teachers to help parents feel respected and reassured about their children's progress as they learn English.
This document provides step-by-step instructions for creating and customizing a wiki. It outlines how to create a wiki account, set up the home page and navigation menu, add external and multimedia links, upload files, invite members, and more. The instructions are accompanied by screenshots to illustrate each step. The overall goal is to teach users how to build out a fully functioning wiki website.
This document provides an overview and analysis of fables, folktales, and fairy tales as forms of traditional children's literature. It discusses their origins and characteristics, and analyzes several contemporary books that fall within these genres. The document examines how these stories can be used to help children connect with cultural heritage and explore themes in a developmentally appropriate way. It emphasizes the importance of storytelling and selecting stories based on goals and the needs of individual children.
O νέος πολιτικός λόγος για τη διαπολιτισμική εκπαίδευση - Ρούλα Τσοκαλίδουrceluoa
Αποτελεί ιδιαίτερη πρόκληση η προσπάθεια να αρθρωθεί ένας νέος λόγος για τη διαπολιτισμική εκπαίδευση στο σύγχρονο πλαίσιο της, συχνά συγκρουσιακής επαφής διαφορετικών γλωσσών, πολιτισμών και θρησκειών που καλούνται να συνυπάρξουν στο σύγχρονο ελληνικό κοινωνικό και εκπαιδευτικό πλαίσιο, τώρα περισσότερο από κάθε άλλη φορά στη σύγχρονη ιστορία μας. Στην παρούσα ανακοίνωση γίνεται μια προσπάθεια προσέγγισης του θέματος της διαπολιτισμικής εκπαίδευσης και επικοινωνίας από το πρίσμα της επαφής και σύγκρουσης διαφορετικών πολιτισμών. Τα νέα δεδομένα δημιουργούν νέες προκλήσεις και νέους προβληματισμούς. Επίσης, απαιτείται η δημιουργία νέας γνώσης που θα μπορέσει να οδηγήσει σε νέα ευέλικτα εκπαιδευτικά εργαλεία.
Σε πολύγλωσσες και πολυπολιτισμικές κοινωνίες ένα άτομο αντιμετωπίζει προβλήματα αρμονικής συμβίωσης και πρωτόγνωρες επικοινωνιακές περιστάσεις.
Στοχεύοντας σε μια δημιουργική και διαπολιτισμική κοινωνία, η ειρηνική συνύπαρξη σε περιόδους σοβαρών κρίσεων επιλύονται μονάχα εφόσον βασίζεται την αμοιβαία αναγνώριση, αποδοχή, ανεκτικότητα και σεβασμό της διαφορετικότητας πολιτιστικών αξιών και πολιτισμικών εμπειριών.
Στην Διαπολιτισμική εκπαίδευση, εμπλέκονται πλέον διδάσκαλοι -εκπαιδευτές και μαθητές-εκπαιδευόμενοι που προέρχονται από οικογένειες προσφύγων, παλιννοστούντων και οικονομικών μεταναστών. Σε αυτές τις νέες κοινωνικές συνθήκες, η δημιουργία ενός νέου σχολικού και μαθησιακού περιβάλλοντος, μετασχηματίζει τις διδακτικές μεθοδολογίες τόσο σε επίπεδο γλώσσας (μητρικής ή ξένης) όσο και σε ζητήματα πολιτισμού και κουλτούρας
Η Διαπολιτισμική Επικοινωνία προάγει ένα νέο επικοινωνιακό ήθος, το οποίο σέβεται το άτομο, στηρίζεται στην ενσυναίσθηση, τον ανθρωπισμό και την ανθρωπιά, ενώ καθιστά εμφανή την αλληλοσυσχέτιση της γλώσσας με τον πολιτισμό μέσα από συνθήκες Συνεχιζόμενης, Αυτόνομης, Συνεργατικής και Διαπολιτισμικής Δια Βίου Μάθησης.
This document provides step-by-step instructions for creating and customizing a wiki. It outlines how to create a wiki account, set up the home page and navigation menu, add external and multimedia links, upload files, invite members, and more. The instructions are accompanied by screenshots to illustrate each step. The overall goal is to teach users how to build out a fully functioning wiki website.
This document provides an overview and analysis of fables, folktales, and fairy tales as forms of traditional children's literature. It discusses their origins and characteristics, and analyzes several contemporary books that fall within these genres. The document examines how these stories can be used to help children connect with cultural heritage and explore themes in a developmentally appropriate way. It emphasizes the importance of storytelling and selecting stories based on goals and the needs of individual children.
O νέος πολιτικός λόγος για τη διαπολιτισμική εκπαίδευση - Ρούλα Τσοκαλίδουrceluoa
Αποτελεί ιδιαίτερη πρόκληση η προσπάθεια να αρθρωθεί ένας νέος λόγος για τη διαπολιτισμική εκπαίδευση στο σύγχρονο πλαίσιο της, συχνά συγκρουσιακής επαφής διαφορετικών γλωσσών, πολιτισμών και θρησκειών που καλούνται να συνυπάρξουν στο σύγχρονο ελληνικό κοινωνικό και εκπαιδευτικό πλαίσιο, τώρα περισσότερο από κάθε άλλη φορά στη σύγχρονη ιστορία μας. Στην παρούσα ανακοίνωση γίνεται μια προσπάθεια προσέγγισης του θέματος της διαπολιτισμικής εκπαίδευσης και επικοινωνίας από το πρίσμα της επαφής και σύγκρουσης διαφορετικών πολιτισμών. Τα νέα δεδομένα δημιουργούν νέες προκλήσεις και νέους προβληματισμούς. Επίσης, απαιτείται η δημιουργία νέας γνώσης που θα μπορέσει να οδηγήσει σε νέα ευέλικτα εκπαιδευτικά εργαλεία.
Σε πολύγλωσσες και πολυπολιτισμικές κοινωνίες ένα άτομο αντιμετωπίζει προβλήματα αρμονικής συμβίωσης και πρωτόγνωρες επικοινωνιακές περιστάσεις.
Στοχεύοντας σε μια δημιουργική και διαπολιτισμική κοινωνία, η ειρηνική συνύπαρξη σε περιόδους σοβαρών κρίσεων επιλύονται μονάχα εφόσον βασίζεται την αμοιβαία αναγνώριση, αποδοχή, ανεκτικότητα και σεβασμό της διαφορετικότητας πολιτιστικών αξιών και πολιτισμικών εμπειριών.
Στην Διαπολιτισμική εκπαίδευση, εμπλέκονται πλέον διδάσκαλοι -εκπαιδευτές και μαθητές-εκπαιδευόμενοι που προέρχονται από οικογένειες προσφύγων, παλιννοστούντων και οικονομικών μεταναστών. Σε αυτές τις νέες κοινωνικές συνθήκες, η δημιουργία ενός νέου σχολικού και μαθησιακού περιβάλλοντος, μετασχηματίζει τις διδακτικές μεθοδολογίες τόσο σε επίπεδο γλώσσας (μητρικής ή ξένης) όσο και σε ζητήματα πολιτισμού και κουλτούρας
Η Διαπολιτισμική Επικοινωνία προάγει ένα νέο επικοινωνιακό ήθος, το οποίο σέβεται το άτομο, στηρίζεται στην ενσυναίσθηση, τον ανθρωπισμό και την ανθρωπιά, ενώ καθιστά εμφανή την αλληλοσυσχέτιση της γλώσσας με τον πολιτισμό μέσα από συνθήκες Συνεχιζόμενης, Αυτόνομης, Συνεργατικής και Διαπολιτισμικής Δια Βίου Μάθησης.
Relating language examinations to the common European reference levels of lan...Nelly Zafeiriades
This document discusses relating language examinations to the Common European Framework of Reference for Languages (CEFR). It provides an overview of the RELANG project which aims to promote quality assurance in education and facilitate mobility through linking language exams to the CEFR. The document outlines the CEFR model of language use and competences, and discusses key concepts for developing valid, reliable, fair and ethical language exams such as familiarization with the CEFR, linking procedures, validity, reliability, fairness and ethical concerns.
Relating Language Examinations to the Common European Framework of Reference ...Nelly Zafeiriades
This document provides information about relating language examinations to the Common European Framework of Reference for Languages (CEFR). It discusses how the CEFR describes levels of language proficiency in different skill areas. It also provides forms and checklists for describing reading comprehension and writing examinations based on CEFR levels. Sample reading comprehension questions and descriptions of writing tasks are presented along with indications of which CEFR levels they correspond to. The goal is to provide a common basis for describing and measuring language ability across examinations.
Classroom management for culturally respossive teachingNelly Zafeiriades
Urban teachers were interviewed about their classroom management strategies. They reported using several strategies aligned with culturally responsive teaching, including developing personal relationships with students, creating a caring community, establishing clear expectations in a business-like learning environment, and using communication styles congruent with students' cultures. However, questions remain about how well teacher education prepares teachers for the classroom management challenges of urban schools.
This document discusses the colonial roots of language teaching methods and the need to move from nativization to decolonization. It makes three key points:
1. Traditional language teaching methods were developed during colonial times to serve colonial interests and marginalize local knowledge. They portrayed Western knowledge as superior and non-Western knowledge as inferior.
2. While world Englishes have successfully adapted the language, decolonization requires shifting control over language planning, teaching, and policies from Western to local professionals.
3. A "postmethod" approach is proposed as a way to decolonize English language teaching by decentering Western authority and restoring agency to local communities. However, fully realizing this approach faces challenges.
Peterson et al. (2016). teachers' expliicit and implicit biasesNelly Zafeiriades
This document summarizes a research article that examined the relationship between teachers' explicit expectations, implicit prejudiced attitudes, and student achievement and the ethnic achievement gap. The study found that:
1) Students in classrooms of teachers with high explicit expectations for all students performed better in reading, but teachers' explicit expectations were unrelated to mathematics achievement.
2) Teachers' implicit prejudiced attitudes, as measured by an implicit association test, predicted student mathematics performance, with students benefiting most when their teacher implicitly favored their own ethnic group.
3) The findings suggest teachers' explicit expectations and implicit prejudiced attitudes differentially influence student achievement and may underlie the persistence of ethnic achievement gaps.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
The document discusses applying emotional intelligence theory to language and literature teaching. It describes how traditional teaching ignores students' emotions and focuses only on subject content. The researcher designed new empathy-based activities to improve language acquisition and emotional intelligence skills like self-awareness, expression, and empathy. Questionnaires show these activities provide benefits by allowing a more student-centered approach that starts from their emotional responses to texts.
1. The document discusses the potential roles of information and communication technologies (ICTs) in modern foreign language teaching and learning from ages 5 to 19. It outlines 6 key ways ICTs could support language learning, such as increasing motivation, enabling practice in authentic contexts, and allowing teachers to share resources.
2. Specific ICT-based activities are proposed for each key stage, from using songs and games at Key Stage 1 to introduce sounds and vocabulary, to using DVDs, websites and email exchanges at Key Stage 2 to explore other cultures and practice communication. Key Stage 3 activities may include those currently used at Key Stage 2 to maintain engagement as languages are started earlier.
This article provides an overview of key concepts from sociocultural theory and how they can be applied to second language learning research. It discusses four main concepts:
1. Mediation - Learning is viewed as a socially mediated process where language and other tools mediate cognition. Interaction with more capable individuals also mediates learning.
2. Zone of proximal development - The ZPD represents what students can achieve with assistance that exceeds their independent abilities. Social interaction within the ZPD activates learning and development.
3. Scaffolding - Support provided within the ZPD, such as simplifying tasks or demonstrating solutions, allows students to accomplish tasks they cannot yet do independently. Peer scaffolding can also facilitate language development.
This document provides lessons to teach students about tolerance, in honor of Martin Luther King Jr. It includes lessons that address stereotyping, appreciating differences, and how words can hurt or heal. The lessons are designed to make a difference in students' lives by exposing them to messages of tolerance at the start of the school year or around Martin Luther King Jr. Day in January. Five specific lessons are described that use balloons, surveys, stories, music lyrics, and art to illustrate themes of tolerance for different grades. Additional tolerance lessons can also be found on the provided website.
3. Zafeiriadou, 2014
a TRUE STORY
The “Hug Another Culture” Flash mob took
place in Istanbul, Turkey for the Intercultural
Dialogue Day 2013
4. Zafeiriadou, 2014
Ερωτήματα στο πεδίο της γλωσσικής παιδαγωγικής
ποιες είναι οι πηγές της ανεπιτυχούς
επικοινωνίας σε διαπολιτισμικά πλαίσια;
-ποιες είναι οι κοινωνικές επιπτώσεις
περιπτώσεων ανεπιτυχούς επικοινωνίας;
-τι μπορεί να γίνει για να βελτιωθεί η
διαπολιτισμική επικοινωνία
5. Zafeiriadou, 2014
BERNARD WEBER
Entre ce que je pense
ce que je veux dire
ce que je crois dire
ce que je dis
ce que vous voulez entendre
ce que vous entendez
ce que vous croyez
comprendre
ce que vous voulez
comprendre
et ce que vous comprenez
il y a au moins 9 possibilités
de ne pas s’entendre.
Between what I think
what I want to say
what I think I am saying
what I say
what you want to hear
what you hear
what you think you
understand
what you want to
understand
and what you understand
there are at least 9 chances
that we will not understand
each other
6. Zafeiriadou, 2014
Η διαπολιτισμική επικοινωνιακή ικανότητα
ορίζεται ως
«… η ικανότητα που αποτελείται από
δεξιότητες και συμπεριφορές οι οποίες
αξιολογούνται κοινωνικά για την
καταλληλότητά τους και την
αποτελεσματικότητά τους σε ένα
πολυπολιτισμικό συγκειμενικό πλαίσιο»
7. Zafeiriadou, 2014
τρεις διαστάσεις /δεξιότητες της Διαπ. Επικ. Ικαν.
Kim (1994:395
Γνωστική επικοινωνιακή δεξιότητα, η οποία εμπεριέχει
τη γνώση της γλώσσας, της κουλτούρας, της ιστορίας, των
αξιών και των κοινωνικών κανόνων των πολιτισμικά
διαφορετικών ανθρώπων με τους οποίους επικοινωνούμε.
Συναισθηματική επικοινωνιακή δεξιότητα, η οποία μπορεί
να ερμηνευθεί ως η συναισθηματική ικανότητα όταν
επικοινωνούμε με ανθρώπους που προέρχονται από
διαφορετικό πολιτισμικό περιβάλλον.
Λειτουργική επικοινωνιακή δεξιότητα, η οποία
αναφέρεται στην ικανότητα του ανθρώπου να χρησιμοποιεί τη
γνωστική και συναισθηματική επικοινωνιακή ικανότητα όταν
επικοινωνεί με ανθρώπους που είναι πολιτισμικά διαφορετικοί.
8. Zafeiriadou, 2014
Stumbling Blocks to Intercultural
Communication (LARAY M. BARNA, 1987)
The Six Stumbling Blocks- οι έξι ‘λίθοι
προσκόμματος’
I. Assumption of Similarities
II. Language Differences
III. Nonverbal Misinterpretations
IV. Preconceptions and Stereotypes
V. Tendency to Evaluate
VI. High Anxiety
10. Zafeiriadou, 2014
Culture Shock
the innate physiological makeup of the human animal is
such that discomfort of varying degrees occurs in the
presence of alien stimuli. Without the normal props of
one's own culture there is unpredictability, helplessness,
a threat to self-esteem, and a general feeling of "walking
on ice" - all of which are stress producing (Barna, pp.42 43).
18. Zafeiriadou, 2014
αξιολόγηση διδακτικού υλικού/
ανάπτυξη κριτικής σκέψης
a. coursebook evaluation/
b. texts evaluation
ie.visual representations of culture
in images, advertisments, internet texts,
songs ( rap music), videos on You tube (ie
the effects of Prejudice and Discrimination
https://www.youtube.com/watch?v=0AtRk4tx13k
19. Zafeiriadou, 2014
Longer texts/ authentic texts
Stories/ tales and fairy tales ie Cinderella across cultures
-Παραμύθια και αφηγηματικές ιστορίες
- Multicultural literature
Πολυπολιτισμική λογοτεχνία ( Pat Mora, James
Welch…..
- Films ie My Big Greek Fat Wedding, Lost in Translation, Azur et
Asmar
-
TV productions ie Hidden America: Children of the Plains
(ABCnews) https://www.youtube.com/watch?v=IJapHc7B8Xs
-
20. Zafeiriadou, 2014
Βιωματικές δράσεις…και παρεμβάσεις
flashmobs / “Hug Another Culture”
( Istanbul, Turkey for the Intercultural Dialogue Day 2013)
οικολογικές δράσεις “Global Challenges: Green Action”-
(Ostia Beach, Italy for the Intercultural Dialogue Day 2013)
projects/ “Music Makes Our Dialogue”
“Intercultural Connections”-
(Latvia for the Intercultural Dialogue Day 2013)