Ζάγκα- Διδασκαλία δεύτερης γλώσσας σε προσεγγίσεις με έμφαση το περιεχόμενο

1. ª∞£∏™∏ ∫∞π ¢π¢∞™∫∞§π∞ ªπ∞™ ¢∂À∆∂ƒ∏™ °§ø™™∞™:
A¶√ ∆∞ ª√¡∆∂§∞ ¢π¢∞™∫∞§π∞™ ∆∏™ °§ø™™∞™
«ª∂ µ∞™∏ ∆√ ¶∂ƒπ∂Ã√ª∂¡√» ™∂ ¶ƒ√™∂°°π™∂π™
ª∂ «∂ªº∞™∏ ™∆√ ¶∂ƒπ∂Ã√ª∂¡√»
ª∂ Ã∏™∏ ™∆ƒ∞∆∏°π∫ø¡
Abstract
The Content-Based Instruction (CBI) approach is currently one of the most widely used
approaches to the teaching and learning of a second language. However, the assessment of
immersion programs, which revealed the inefficiencies of bilingual students, has led researchers
to adopt new approaches, in which learning and teaching strategies are used. This paper argues
for the use of a strategies-based instruction approach, which allows students to develop not only
communicative but also academic language skills, deemed necessary for their cognitive
development.
§¤ÍÂȘ ÎÏÂȉȿ
¢È‰·Ûηϛ· Ù˘ ÁÏÒÛÛ·˜ Ì ‚¿ÛË ÙÔ ÂÚȯfiÌÂÓÔ, ¢È‰·Ûηϛ· Ì ¯Ú‹ÛË ÛÙÚ·ÙËÁÈÎÒÓ, µ·ÛÈ-
Τ˜ ¢È·ÚÔÛˆÈΤ˜ ∂ÈÎÔÈÓˆÓȷΤ˜ ¢ÂÍÈfiÙËÙ˜, °ÓˆÛÙÈ΋ ∞η‰ËÌ·˚΋ °ÏˆÛÛÈ΋ πηÓfiÙËÙ·.
1. µ·ÛÈΤ˜ ·Ú¯¤˜ ‰È‰·Ûηϛ·˜ ÌÈ·˜ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜
TÔ ÁÂÓÈÎfi Ï·›ÛÈÔ ·Ú¯ÒÓ Ô˘ ·ÊÔÚ¿ ÙË Ì¿ıËÛË Î·È ÙË ‰È‰·Ûηϛ· ÌÈ·˜ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜
(°2)1
, ÂÊfiÛÔÓ ·˘Ù‹ ·ÔÙÂÏ› fi¯È ÌfiÓÔ ÙÔ ·ÓÙÈΛÌÂÓÔ, ·ÏÏ¿ Î·È ÙÔ Ì¤ÛÔ Ù˘ ‰È‰·Ûηϛ·˜ ÛÂ
ÌÈ· Û¯ÔÏÈ΋ Ù¿ÍË, ı· ÌÔÚÔ‡Û ӷ Û˘ÓÔ„ÈÛÙ› ÛÙ· ÂÍ‹˜ ÛËÌ›·:
" ∏ ‰È‰·Ûηϛ· Ù˘ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜ ıˆÚÂ›Ù·È ÂÚÈÛÛfiÙÂÚÔ ·ÔÙÂÏÂÛÌ·ÙÈ΋, fiÙ·Ó ‰È‰¿-
ÛÎÂÙ·È Ì¤Û· Û ¤Ó· ·˘ıÂÓÙÈÎfi ÂÈÎÔÈÓˆÓÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ, fiÔ˘ ÔÈ Ì·ıËÙ¤˜ ÂÎÙ›ıÂÓÙ·È ÛÂ
ÁψÛÛÈο ÂÚÂı›ÛÌ·Ù· Ô˘ ÙÔ˘˜ Â›Ó·È Î·Ù·ÓÔËÙ¿ Î·È Ù· ÔÔ›· ıˆÚÔ‡Ó ÂӉȷʤÚÔÓÙ·
(Genesee, 1994).
" ∏ ÚÔÛ¤ÁÁÈÛË Ù˘ ÁψÛÛÈ΋˜ ‰È‰·Ûηϛ·˜, fiÙ·Ó Û˘Ó‰˘¿˙ÂÙ·È Ì ÙË ‰È‰·Ûηϛ· ÙˆÓ ÁÓˆ-
ÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ Ô˘ ‰È‰¿ÛÎÔÓÙ·È ÛÙÔ Û¯ÔÏ›Ô, ıˆÚÂ›Ù·È ÈÔ ·ÔÙÂÏÂÛÌ·ÙÈ΋ ·fi ÙËÓ
·˘ÙfiÓÔÌË ‰È‰·Ûηϛ· ÙÔ˘ ÁψÛÛÈÎÔ‡ Ì·ı‹Ì·ÙÔ˜.
" ∏ ‰È‰·Ûηϛ· Ù˘ °2 ÔÊ›ÏÂÈ Ó· Ï·Ì‚¿ÓÂÈ ˘fi„Ë Ù˘ ÙȘ ȉȷ›ÙÂÚ˜ ·Ó¿ÁΘ ÙˆÓ ·ÏÏfiÁψÛ-
ÛˆÓ Ì·ıËÙÒÓ, ÔÈ ÔÔ›ÔÈ ¯ÚÂÈ¿˙ÔÓÙ·È, ÂÎÙfi˜ ·fi ÙË ÁÓÒÛË Ù˘ ÁÏÒÛÛ·˜, Î·È ÙÚfiÔ˘˜ Úfi-
Û‚·Û˘ ÛÙÔ ÂÚȯfiÌÂÓÔ ÙˆÓ Û¯ÔÏÈÎÒÓ Ì·ıËÌ¿ÙˆÓ.
∂Ï¢ıÂÚ›· Z¿Áη
ºÈÏfiÏÔÁÔ˜, ¢Ú. ∂Ê·ÚÌÔṲ̂Ó˘ °ÏˆÛÛÔÏÔÁ›·˜ ∞.¶.£.
1
∏ ¯Ú‹ÛË ÙÔ˘ fiÚÔ˘ Û¯ÂÙ›˙ÂÙ·È Ì ÙË ‰È‰·Ûηϛ· Ù˘ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜ Û ¤Ó· ÂÚÈ‚¿ÏÏÔÓ fiÔ˘ Ë ÁÏÒÛÛ·
·˘Ù‹ Â›Ó·È Î˘Ú›·Ú¯Ë Î·È ·ÊÔÚ¿ Ì·ıËÙ¤˜ ÛÙÔ˘˜ ÔÔ›Ô˘˜ Ë ÂÎÌ¿ıËÛ‹ Ù˘ ¤ÂÙ·È Ù˘ ÂÎÌ¿ıËÛ˘ Ù˘ ÌËÙÚÈ΋˜
ÙÔ˘˜ ÁÏÒÛÛ·˜. √ fiÚÔ˜ ‰ÂÓ ·ÊÔÚ¿ ‰È‰·Ûηϛ· Ù˘ °2 Û ‰›ÁψÛÛÔ˘˜ Ì·ıËÙ¤˜ Ô˘ ÚÔ¤Ú¯ÔÓÙ·È ·fi ÌÈÎÙÔ‡˜
Á¿ÌÔ˘˜ (Mitchell & Myles, 1998).

2. " ∏ ‰È‰·Ûηϛ· Ù˘ °2 ¯ÚÂÈ¿˙ÂÙ·È Ó· ÛÙԯ‡ÂÈ ÛÙËÓ ·Ó¿Ù˘ÍË ÙfiÛÔ ÙˆÓ µ·ÛÈÎÒÓ ¢È·ÚÔ-
ÛˆÈÎÒÓ ∂ÈÎÔÈÓˆÓÈ·ÎÒÓ ¢ÂÍÈÔÙ‹ÙˆÓ (BICS) fiÛÔ Î·È ÛÙËÓ ·Ó¿Ù˘ÍË Ù˘ °ÓˆÛÙÈ΋˜ ∞η-
‰ËÌ·˚΋˜ °ÏˆÛÛÈ΋˜ πηÓfiÙËÙ·˜ (CALP) (Cummins, 1984) ÙˆÓ Ì·ıËÙÒÓ. ªÂ ÙÔÓ ÙÚfiÔ
·˘Ùfi ÔÈ ·ÏÏfiÁψÛÛÔÈ Ì·ıËÙ¤˜ ı· ·Ó·Ù‡ÍÔ˘Ó Û‡ÓıÂÙ˜ ÁψÛÛÈΤ˜ Î·È ÁÓˆÛÙÈΤ˜ ‰ÂÍÈfiÙË-
Ù˜ ÛÙË ÁÏÒÛÛ· - ÛÙfi¯Ô, ÒÛÙ ӷ ÌÔÚÔ‡Ó Ó· ÙË ¯ÚËÛÈÌÔÔÈÔ‡Ó ˆ˜ «ÂÚÁ·ÏÂ›Ô Ì¿ıËÛ˘»
(÷Ù˙ˉ¿ÎË, 2000, Clegg, 1996).
" ∏ ÁψÛÛÈ΋ ‰È‰·Ûηϛ· ¯ÚÂÈ¿˙ÂÙ·È Ó· ÛÙԯ‡ÂÈ ÛÙË ‰ËÌÈÔ˘ÚÁ›· ·˘ÙfiÓÔÌˆÓ Ì·ıËÙÒÓ, ÔÈ
ÔÔ›ÔÈ ı· ¤¯Ô˘Ó ‰˘Ó·ÙfiÙËÙ· ÚfiÛ‚·Û˘ ÛÙË ÁÓÒÛË, ηıÒ˜ Î·È ÈηÓfiÙËÙ· ÌÂÙ·ÊÔÚ¿˜
·˘Ù‹˜ Ù˘ ÁÓÒÛ˘ ·fi ÙÔ ¤Ó· ÁÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ ÛÙÔ ¿ÏÏÔ (ª·ÙÛ·ÁÁÔ‡Ú·˜, 1999).
2. ªÔÓ٤Ϸ ‰È‰·Ûηϛ·˜ Ù˘ ÁÏÒÛÛ·˜ Ì ‚¿ÛË ÙÔ
ÂÚȯfiÌÂÓÔ
™ÙËÓ ·ÁÁÏfiʈÓË ‚È‚ÏÈÔÁÚ·Ê›· Ô fiÚÔ˜ «‰È‰·Ûηϛ· Ù˘ ÁÏÒÛÛ·˜ Ì ‚¿ÛË ÙÔ ÂÚȯfiÌÂÓÔ»
(content-based instruction) Â›Ó·È ¤Ó·˜ ˘ÂÚΛÌÂÓÔ˜ fiÚÔ˜ Ô˘ ¯ÚËÛÈÌÔÔÈÂ›Ù·È ÁÈ· Ó· ηχ-
„ÂÈ ÌÈ· ÁÂÓÈ΋ ıˆÚËÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÁÈ· ÙË ‰È‰·Ûηϛ· •¤Ó˘ Î·È ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜. ™‡Ì-
ʈӷ Ì ÙËÓ ÚÔÛ¤ÁÁÈÛË ·˘Ù‹, ÙÔ ÁψÛÛÈÎfi Ì¿ıËÌ· Û˘Ó‰˘¿˙ÂÙ·È Ì ÙË ‰È‰·Ûηϛ· ÙÔ˘
ÂÚȯÔ̤ÓÔ˘ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ Î·È ‰È·ÊÔÚÔÔÈÂ›Ù·È ·fi ÙËÓ ·Ú·‰ÔÛȷ΋
ÁψÛÛÈ΋ ‰È‰·Ûηϛ·, fiÔ˘ ÙÔ Ì¿ıËÌ· Ù˘ ÁÏÒÛÛ·˜ ‰È‰¿ÛÎÂÙ·È ¯ˆÚÈÛÙ¿ Î·È ·˘ÙfiÓÔÌ· (in
isolation), ›Ù Û ¯ˆÚÈÛÙ¤˜ Ù¿ÍÂȘ ›Ù fi¯È, ·ÏÏ¿ ¿ÓÙˆ˜ Ï‹Úˆ˜ ·˘ÙÔÓÔÌË̤ÓÔ ·fi Ù· ¿ÏÏ·
ÁÓˆÛÙÈο ·ÓÙÈΛÌÂÓ·.
™Â Â›Â‰Ô Ú·ÎÙÈ΋˜ ÂÊ·ÚÌÔÁ‹˜ Ù˘ ÚÔÛ¤ÁÁÈÛ˘ ·˘Ù‹˜ ÂÌÊ·Ó›˙ÂÙ·È ÌÈ· ÔÈÎÈÏfiÙËÙ·,
Ô˘ ‰ËÌÈÔ˘ÚÁ› ÔÚÈṲ̂Ó˜ ÊÔÚ¤˜ Û‡Á¯˘ÛË, ÂȉÈο Â¿Ó ‰ÂÓ ‰›ÓÔÓÙ·È ÂÍ·Ú¯‹˜ ·fi ÙÔÓ ÂÚ¢ÓËÙ‹
ÔÈ ··Ú·›ÙËÙ˜ ‰È¢ÎÚÈÓ›ÛÂȘ. ™˘¯Ó¿, Ô fiÚÔ˜ ÌÔÚ› Ó· ·ÊÔÚ¿ ¤Ó· syllabus, ÛÙÔ ÔÔ›Ô ·ÚÔ˘-
ÛÈ¿˙ÔÓÙ·È ÔÈ ‚·ÛÈΤ˜ ·Ú¯¤˜ «‰È‰·Ûηϛ·˜ Ù˘ ÁÏÒÛÛ·˜ Ì ‚¿ÛË ÙÔ ÂÚȯfiÌÂÓÔ» (Short, 1993),
¤Ó· ¢ڇÙÂÚÔ ÚfiÁÚ·ÌÌ· ÂÎ·›‰Â˘Û˘ Ô˘ ¯ÚËÛÈÌÔÔÈ› «ÁψÛÛÈ΋ ‰È‰·Ûηϛ· Ì ‚¿ÛË ÙÔ
ÂÚȯfiÌÂÓÔ», ¤Ó· ÌÔÓÙ¤ÏÔ ‰È‰·Ûηϛ·˜ ‹ ÌÔÚ› Ó· Â›Ó·È ·ÏÒ˜ ÌÈ· ‰È‰·ÎÙÈ΋ ÚfiÙ·ÛË Ô˘
ÂÚÈÏ·Ì‚¿ÓÂÈ ÙÔ ÎÂÊ¿Ï·ÈÔ ÂÓfi˜ Ì·ı‹Ì·ÙÔ˜ Ô˘ ‰È‰¿ÛÎÂÙ·È Ì ÙÔÓ ÙÚfiÔ ·˘ÙfiÓ (Clegg, 1996),
΢ڛˆ˜ fï˜ Û ÌÈÎÚÔÂ›‰Ô.
¶·Ú» fiÏ· ·˘Ù¿, ‚·ÛÈÎfi˜ ¿ÍÔÓ·˜ ÙˆÓ ÌÔÓÙ¤ÏˆÓ «‰È‰·Ûηϛ·˜ Ù˘ ÁÏÒÛÛ·˜ Ì ‚¿ÛË ÙÔ
ÂÚȯfiÌÂÓÔ» ·Ú·Ì¤ÓÂÈ Ë ·Ú¯‹ fiÙÈ ÙÔ ÁψÛÛÈÎfi Ì¿ıËÌ· ‰È‰¿ÛÎÂÙ·È Ì ÙË ‚Ô‹ıÂÈ· Î·È ÙˆÓ
¿ÏÏˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈÓ, Ù· ÔÔ›· ¯ÚËÛÈÌÂ‡Ô˘Ó ˆ˜ «fi¯ËÌ·» ÁÈ· ÙË ÁψÛÛÈ΋ ‰È‰·-
Ûηϛ· (Met, 1991).
∏ ÚÔÛ¤ÁÁÈÛË ·˘Ù‹ ¤ÁÈÓ ȉȷ›ÙÂÚ· ‰ËÌÔÊÈÏ‹˜ Î·È Â˘Ú¤ˆ˜ ·Ô‰ÂÎÙ‹ ΢ڛˆ˜ ÛÙȘ ∏¶∞ ηÈ
ÛÙÔÓ ∫·Ó·‰¿, fiÔ˘ Î·È ‚ڋΠÂÎÙÂٷ̤ÓË ÂÊ·ÚÌÔÁ‹ ÛÙ· ÌÂÙ·‚·ÙÈο ÚÔÁÚ¿ÌÌ·Ù· ‰›ÁψÛ-
Û˘ ÂÎ·›‰Â˘Û˘ (transitional bilingual education), ̤ۈ ÙˆÓ ÔÔ›ˆÓ ÔÈ ‰›ÁψÛÛÔÈ Ì·ıËÙ¤˜
ÌÂÙ·‚·›ÓÔ˘Ó ·fi ‰›ÁψÛÛ˜ Ù¿ÍÂȘ Û ٿÍÂȘ Ù˘ ·ÚÈ·˜ ÂÎ·›‰Â˘Û˘ (mainstream) (Baker,
2001). ™ÙËÓ ÂÚ›ÙˆÛË ·˘Ù‹ ÚfiÎÂÈÙ·È ÁÈ· ÌÈ· «ÛÂÈÚ¿ ·fi ÛÙÚ·ÙËÁÈΤ˜, ˘ÏÈο Î·È ‰Ú·ÛÙË-
ÚÈfiÙËÙ˜, ÔÏÈÙÈΤ˜ Î·È Ú·ÎÙÈΤ˜ Ô˘ ÌÔÈÚ¿˙ÔÓÙ·È ¤Ó·Ó ÎÔÈÓfi ÛÎÔfi: ÙËÓ ÚÔÂÙÔÈÌ·Û›· ÙˆÓ
Ì·ıËÙÒÓ Ô˘ Ì·ı·›ÓÔ˘Ó ÌÈ· °2 ÁÈ· ÙËÓ ¤ÓÙ·Í‹ ÙÔ˘˜ Û ηÓÔÓÈ΋ Ù¿ÍË» (Sheppard, 1997, Û.23).
∆ËÓ Â˘ı‡ÓË ÙÔ˘ ‰È‰·ÎÙÈÎÔ‡ ÂÁ¯ÂÈÚ‹Ì·ÙÔ˜ ·Ó·Ï·Ì‚¿ÓÔ˘Ó ÛÙËÓ ÂÚ›ÙˆÛË ·˘Ù‹ ÔÈ ‰¿ÛηÏÔÈ
Ù˘ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜, ÔÈ ÔÔ›ÔÈ Â›Ó·È ÂȉÈÎÂ˘Ì¤ÓÔÈ ÂÎ·È‰Â˘ÙÈÎÔ›, ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ˘˜
‰È‰¿ÛÎÔÓÙ˜ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈÓ. ∏ «ÁψÛÛÈ΋ ‰È‰·Ûηϛ· Ì ‚¿ÛË ÙÔ ÂÚȯfiÌÂÓÔ»,
ÂÊ·ÚÌfiÛÙËΠÂ›Û˘ ÂÎÙÂٷ̤ӷ Î·È ÛÙ· ‰›ÁψÛÛ· ÚÔÁÚ¿ÌÌ·Ù· ÌÂÚÈ΋˜ (partial immersion)
‹ ÔÏÈ΋˜ ÂÌ‚¿ÙÈÛ˘ (total immersion), ˆ˜ ·ÔÙÂÏÂÛÌ·ÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÁÈ· ÙËÓ Î¿Ï˘„Ë ÙˆÓ
·Î·‰ËÌ·˚ÎÒÓ ·Ó·ÁÎÒÓ ÙˆÓ Ì·ıËÙÒÓ.
70 EÈÛً̘ AÁˆÁ‹˜, £ÂÌ·ÙÈÎfi Ù‡¯Ô˜ 2005

3. øÛÙfiÛÔ, Ë ·ÍÈÔÏfiÁËÛË ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÂÌ‚¿ÙÈÛ˘ ¤ÊÂÚ ÛÙËÓ ÂÈÊ¿ÓÂÈ· ÛËÌ·ÓÙÈ-
Τ˜ ·‰˘Ó·Ì›Â˜ ÙˆÓ ‰›ÁψÛÛˆÓ Ì·ıËÙÒÓ, ÔÈ Ôԛ˜ Û¯ÂÙ›˙ÔÓÙ·Ó È‰È·›ÙÂÚ· Ì ÙȘ ·Ú·ÁˆÁÈ-
Τ˜ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜.
¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ, Û‡Ìʈӷ Ì ÙËÓ ¤Ú¢ӷ, ÔÈ Ì·ıËÙ¤˜ Ô˘ ·Ú·ÎÔÏÔ˘ıÔ‡Û·Ó Ù· ÚÔ-
ÁÚ¿ÌÌ·Ù· ·˘Ù¿ ›¯·Ó ·Ó·Ù‡ÍÂÈ Û ·ÚÎÂÙ¿ ÈηÓÔÔÈËÙÈÎfi ‚·ıÌfi ÙȘ ÚÔÛÏËÙÈΤ˜ ‰ÂÍÈfi-
ÙËÙ˜ Ù˘ ·Ó¿ÁÓˆÛ˘ Î·È Î·Ù·ÓfiËÛ˘ (reading), Ù˘ ·ÎÚfi·Û˘ Î·È Î·Ù·ÓfiËÛ˘ (listening),
·ÏÏ¿ fi¯È ÙȘ ·Ú·ÁˆÁÈΤ˜ ‰ÂÍÈfiÙËÙ˜ Ù˘ ÔÌÈÏ›·˜ (speaking) Î·È Ù˘ ÁÚ·Ê‹˜ (writing). ¶·Ú·-
ÙËÚ‹ıËΠÂ›Û˘ fiÙÈ, ·Ú¿ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÔÈ Ì·ıËÙ¤˜ ‰È‰¿ÛÎÔÓÙ·Ó Ì·ı‹Ì·Ù· ÂÚȯÔ̤ÓÔ˘
ÛÙË °2, Ô ·Ú·ÁfiÌÂÓÔ˜ ÏfiÁÔ˜ ÛÙȘ ÁÚ·Ù¤˜ ‰ÔÎÈ̷ۛ˜ ÛÙË ‰È¿ÚÎÂÈ· Ù˘ ¯ÚÔÓÈ¿˜ ·ÏÏ¿ ηÈ
ÛÙȘ ÙÂÏÈΤ˜ ÂÍÂÙ¿ÛÂȘ ‹Ù·Ó Ôχ ÌÈÎÚfi˜ Û ¤ÎÙ·ÛË Î·È ¯ˆÚ›˜ ηÌÈ¿ Û˘ÓıÂÙfiÙËÙ· ÛÙË ÁψÛ-
ÛÈ΋ ¤ÎÊÚ·ÛË (Swain, 1988, Swain & Lapkin, 1995).
ø˜ ‚·ÛÈ΋ ·ÈÙ›· ıˆڋıËΠÙÔ ÁÂÁÔÓfi˜ fiÙÈ ‰fiıËΠȉȷ›ÙÂÚË ¤ÌÊ·ÛË Î˘Ú›ˆ˜ ÛÙË ‰È‰·-
Ûηϛ· Ù˘ ÁÏÒÛÛ·˜ Î·È Ì¿ÏÈÛÙ· ÛÙȘ ÚÔÛÏËÙÈΤ˜ Î·È fi¯È ÛÙȘ ·Ú·ÁˆÁÈΤ˜ ‰ÂÍÈfiÙËÙ˜.
∏ ·Ó¿Ù˘ÍË ÙˆÓ ·Ú·ÁˆÁÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ··ÈÙ› Û·Ê‹ ÂÛÙ›·ÛË ÛÙËÓ Â›ÛËÌË ÌÔÚÊ‹ Ù˘
ÁÏÒÛÛ·˜, Ë ÔÔ›· Â›Ó·È ·˘Ù‹ Ô˘ ΢ڛˆ˜ ¯ÚËÛÈÌÔÔÈÂ›Ù·È ÛÙÔ Û¯ÔÏ›Ô, Î·È Ë Î·Ù¿ÎÙËÛ‹ Ù˘
·ÔÙÂÏ› ‚·ÛÈÎfi Û˘ÓÙÂÏÂÛÙ‹ Ù˘ ·Î·‰ËÌ·˚΋˜ ·Ó¿Ù˘Í˘ ÙˆÓ Ì·ıËÙÒÓ. ªÂ ¿ÏÏ· ÏfiÁÈ·,
ıˆڋıËΠ·ÓÂ·Ú΋˜ Ë ·Ó¿Ù˘ÍË Ù˘ °ÓˆÛÙÈ΋˜ ∞η‰ËÌ·˚΋˜ °ÏˆÛÛÈ΋˜ πηÓfiÙËÙ·˜,
ÏfiÁˆ Ù˘ ÂÛÙ›·Û˘ ÙÔ˘ ÁψÛÛÈÎÔ‡ Ì·ı‹Ì·ÙÔ˜ ΢ڛˆ˜ ÛÙȘ µ·ÛÈΤ˜ ¢È·ÚÔÛˆÈΤ˜ ∂ÈÎÔÈ-
ÓˆÓȷΤ˜ ¢ÂÍÈfiÙËÙ˜.
ø˜ ÚfiÛıÂÙ˜ ·Èٛ˜ ıˆڋıËÎ·Ó ·ÎfiÌË Ë ·˘ÙfiÓÔÌË Î·È Í¯ˆÚÈÛÙ‹ ‰È‰·Ûηϛ· ÙˆÓ ÁÓˆ-
ÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ Û ۯ¤ÛË Ì ÙÔ ÁψÛÛÈÎfi Ì¿ıËÌ· Î·È Ë ·ÓÂ·Ú΋˜ ÌÂıÔ‰ÔÏÔÁÈ΋ ÚÔ-
Û¤ÁÁÈÛË Î·Ù¿ ÙË ‰È‰·Ûηϛ· ÙˆÓ ÌË ÁψÛÛÈÎÒÓ Ì·ıËÌ¿ÙˆÓ, ÂÓÒ ÙÔÓ›ÛÙËÎÂ Ë ÛËÌ·Û›· Ô˘
¤¯ÂÈ ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË ÌÈ·˜ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜ Ë ·Ú·ÁˆÁ‹ ÏfiÁÔ˘, ÚÔÊÔÚÈÎÔ‡ Î·È ÁÚ·-
ÙÔ‡, ̤۷ ·fi fiÏ· Ù· ÁÓˆÛÙÈο ·ÓÙÈΛÌÂÓ· (Swain, 1999).
3. ªÔÓ٤Ϸ ‰È‰·Ûηϛ·˜ Ì ¤ÌÊ·ÛË ÛÙÔ ÂÚȯfiÌÂÓÔ
∏‰È·›ÛÙˆÛË ÙˆÓ ·Ú·¿Óˆ ·‰˘Ó·ÌÈÒÓ ¤ÛÙÚ„ ÙËÓ ¤Ú¢ӷ ÛÙËÓ ·Ó·˙‹ÙËÛË ‰È·ÊÔÚÂ-
ÙÈÎÒÓ ÚÔÛÂÁÁ›ÛˆÓ, ÛÙË ÛÙÔ¯ÔıÂÛ›· ÙˆÓ ÔÔ›ˆÓ Ó· ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È: (·) Ë ÚfiÛÎÙË-
ÛË ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ Ù˘ ·Î·‰ËÌ·˚΋˜ ÌÔÚÊ‹˜ Ù˘ ÁÏÒÛÛ·˜, (‚) Ë ÂÎÌ¿ıËÛË ÙÔ˘ ÂÚȯÔ̤-
ÓÔ˘ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ ÙÔ˘ ∞Ó·Ï˘ÙÈÎÔ‡ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜, (Á) Ë ‰ËÌÈÔ˘ÚÁ›· ·˘ÙfiÓÔ-
ÌˆÓ Ì·ıËÙÒÓ Î·È (‰) Ë ·Ó¿Ù˘ÍË ÁÓˆÛÙÈÎÒÓ ‰ÂÍÈÔًوÓ. ∂ÎÙfi˜ ÙÔ‡ÙˆÓ, Ë ·Ó·˙‹ÙËÛË ‰È·ÊÔ-
ÚÂÙÈÎÒÓ ÚÔÛÂÁÁ›ÛÂˆÓ Î·Ù¿ ÙË ‰È‰·Ûηϛ· Û ·ÏÏfiÁψÛÛÔ˘˜ Ì·ıËÙ¤˜ ıˆڋıËΠ·Ó·Áη›·
ÁÈ· ÙÔ˘˜ ÂÍ‹˜ ÏfiÁÔ˘˜:
" ∏ ÚÔÛ¤ÁÁÈÛË «‰È‰·Ûηϛ·˜ Ù˘ ÁÏÒÛÛ·˜ Ì ‚¿ÛË ÙÔ ÂÚȯfiÌÂÓÔ» ÚÔ‹Ïı ΢ڛˆ˜ ·fi
ÙÔÓ ¯ÒÚÔ ‰È‰·Ûηϛ·˜ Ù˘ •¤Ó˘ °ÏÒÛÛ·˜, fiÔ˘ Ô ‰È‰¿ÛÎˆÓ Î·Ù¿ ÙË ‰È‰·Ûηϛ· ÙÔ˘ Ì·ı‹-
Ì·ÙÔ˜ ¤¯ÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· Ó· ÂÊԉȿÛÂÈ ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘ Ì ÛÙÔȯ›· Ù˘ ÁÏÒÛÛ·˜ - ÛÙfi-
¯Ô˘ ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÔÙȉ‹ÔÙ ÌÔÚ› Ó· ·ÔÙÂϤÛÂÈ ËÁ‹ ÁÈ· ÙÔÓ ÛÎÔfi ·˘Ùfi. ¢ÂÓ Â›Ó·È
fï˜ ˘Ô¯Úˆ̤ÓÔ˜ Ó· ·Ú¤¯ÂÈ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙȘ ·Î·‰ËÌ·˚Τ˜ ÁÓÒÛÂȘ Ô˘ ··ÈÙ› ÌÈ·
Û¯ÔÏÈ΋ Ù¿ÍË, ÛÙËÓ ÂÚ›ÙˆÛË Ô˘ Ë ¢Â‡ÙÂÚË °ÏÒÛÛ· ·ÔÙÂÏ› fi¯È ÌfiÓÔ ÙÔ ·ÓÙÈΛÌÂÓÔ,
fiˆ˜ ÛÙËÓ ÂÚ›ÙˆÛË Ù˘ •¤Ó˘ °ÏÒÛÛ·˜, ·ÏÏ¿ Î·È ÙÔ Ì¤ÛÔ Ù˘ ‰È‰·Ûηϛ·˜.
" £ÂˆÚ‹ıËΠfiÙÈ ·Ú·ÌÂÏ‹ıËΠ‹ ·ÎfiÌ· Î·È ·ÁÓÔ‹ıËÎÂ Ë ·Ó¿ÁÎË ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË ÙÔ˘
ÂÚȯÔ̤ÓÔ˘ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ - fiÔ˘ ÂÚȯfiÌÂÓÔ ıˆÚÂ›Ù·È ÙÔ ÂÈÛÙËÌÔÓÈÎfi ÂÚȯfi-
ÌÂÓÔ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈÓ-, ÂÊfiÛÔÓ Ë ‰È‰·Ûηϛ· ÁÈÓfiÙ·Ó Ì ΤÓÙÚÔ ‚¿ÚÔ˘˜ ÙË
ÁÏÒÛÛ· Î·È ÙÔ ÂÚȯfiÌÂÓÔ ·ÔÙÂÏÔ‡Û ·ÏÒ˜ ÙÔ «fi¯ËÌ·» ÁÈ· ÙË ‰È‰·Ûηϛ· Ù˘. ªÔÓ·-
‰È΋, ›Ûˆ˜, ÂÍ·›ÚÂÛË ·ÔÙÂÏ› Ë «Ï·ÈÛȈ̤ÓË ‰È‰·Ûηϛ· ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈӻ
¢›ÁψÛÛÔÈ Ì·ıËÙ¤˜ ÛÙ· ÂÏÏËÓÈο Û¯ÔÏ›·: ‰È‰·ÎÙÈΤ˜ ÚÔÛÂÁÁ›ÛÂȘ Î·È ıˆÚËÙÈο ˙ËÙ‹Ì·Ù· 71

4. (sheltered subject matter instruction / sheltered subject teaching) (Echevarria et al, 2000, ÷Ù˙Ë-
‰¿ÎË, 2000). ™ÙËÓ ÚÔÛ¤ÁÁÈÛË ·˘Ù‹ ÚˆÙ·Ú¯ÈÎfi˜ ÛÙfi¯Ô˜ Â›Ó·È Ë Î·Ù¿ÎÙËÛË ÙÔ˘ ÂÚȯÔ-
̤ÓÔ˘. √È ‰¿ÛηÏÔÈ ÚÔÛ·ÚÌfi˙Ô˘Ó ÙË ÁÏÒÛÛ· Ô˘ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÛÙÔÓ ÚÔÊÔÚÈÎfi ηÈ
ÛÙÔÓ ÁÚ·Ùfi ÏfiÁÔ, ·ÚÔ˘ÛÈ¿˙Ô˘Ó ¤Ó· ÂÏÂÁ¯fiÌÂÓÔ Î¿ı ÊÔÚ¿ ÏÂÍÈÏfiÁÈÔ Î·È ÊÚÔÓÙ›˙Ô˘Ó
ÒÛÙÂ Ë ÁÏÒÛÛ· Ó· Â›Ó·È ÂÓۈ̷و̤ÓË ÛÙÔ Û˘ÁΛÌÂÓÔ (context-embedded, Cummins,
1984, 20012
), (Baker, 2001). øÛÙfiÛÔ, ·fi ÙËÓ ¤Ú¢ӷ ÚԤ΢„ fiÙÈ Ë ÚÔÛ·ÚÌÔÁ‹ ÙÔ˘
ÂÚȯÔ̤ÓÔ˘ ··ÈÙ› ȉȷ›ÙÂÚË ÚÔÛÔ¯‹ ÂΠ̤ÚÔ˘˜ ÙˆÓ ‰È‰·ÛÎfiÓÙˆÓ, ÂÂȉ‹ Ôχ ‡ÎÔÏ·
ηÓ›˜ ÔÏÈÛı·›ÓÂÈ ·fi ÙËÓ ÚÔÛ·ÚÌÔÁ‹ ÛÙËÓ ·ÏÔ‡ÛÙ¢ÛËØ Î·È ÂÓÒ Ë ÚÔÛ·ÚÌÔÁ‹ ›ӷÈ
‚ÔËıËÙÈ΋, Ë ·ÏÔ‡ÛÙ¢ÛË ÂÈ‚Ú·‰‡ÓÂÈ ÙË ÁψÛÛÈ΋ Î·È ÁÓˆÛÙÈ΋ ÂͤÏÈÍË ÙˆÓ Ì·ıËÙÒÓ
(Swain, 1988). ∂ÈÚfiÛıÂÙ·, Ë «Ï·ÈÛȈ̤ÓË ‰È‰·Ûηϛ· ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈӻ ÂÊ·Ú-
Ìfi˙ÂÙ·È Â˘ÎÔÏfiÙÂÚ· Û ٿÍÂȘ Ì ·ÌÈÁÒ˜ ·ÏÏfiÁψÛÛÔ Ì·ıËÙÈÎfi ÏËı˘ÛÌfi Î·È Û ̷ıËÙ¤˜
Ô˘ Â›Ó·È ·Ú¯¿ÚÈÔÈ ‹ ̤ÛÔ˘ ÂÈ¤‰Ô˘ ÁψÛÛÔÌ¿ıÂÈ·˜. ŸÌˆ˜, Û ÌÈÎÙ¤˜ Ù¿ÍÂȘ Î·È ÂÊfiÛÔÓ
ÔÈ Ì·ıËÙ¤˜ ¤¯Ô˘Ó ·Ó·Ù‡ÍÂÈ ÙȘ µ·ÛÈΤ˜ ¢È·ÚÔÛˆÈΤ˜ ∂ÈÎÔÈÓˆÓȷΤ˜ ¢ÂÍÈfiÙËÙ˜, ·˘Ùfi
Ô˘ ÂÚÈÛÛfiÙÂÚÔ ¤¯Ô˘Ó ·Ó¿ÁÎË Â›Ó·È ÙÚfiÔÈ ÚfiÛ‚·Û˘ ÛÙ· ΛÌÂÓ· ÙˆÓ Û¯ÔÏÈÎÒÓ ‚È‚Ï›ˆÓ
Î·È ÂÍ¿ÛÎËÛË ÛÙÔ ·Î·‰ËÌ·˚Îfi ÏÂÍÈÏfiÁÈÔ Ô˘ ÂÚÈÏ·Ì‚¿ÓÂÙ·È Û’ ·˘Ù¿.
" ∏ ·ÍÈÔÏfiÁËÛË ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÂÌ‚¿ÙÈÛ˘, ·fi ÙËÓ ÔÔ›· ÚԤ΢„·Ó ‰È¿ÊÔÚ· ÂÚˆ-
Ù‹Ì·Ù· ·Ó·ÊÔÚÈο Ì ÙÔ˘˜ ÙÚfiÔ˘˜ Ô˘ ÔÈ ‰¿ÛηÏÔÈ ¯ÚËÛÈÌÔÔÈÔ‡Ó ÙË ÁÏÒÛÛ· ÁÈ· Ó·
‰È‰¿ÍÔ˘Ó ·Î·‰ËÌ·˚ο ·ÓÙÈΛÌÂÓ·, fiˆ˜ Â›Û˘ Î·È ÂÚˆÙ‹Ì·Ù· Û¯ÂÙÈο Ì ÙȘ ‰Ú·ÛÙËÚÈfi-
ÙËÙ˜ Ô˘ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Î·Ù¿ ÙË ‰È‰·Ûηϛ·. ŸÛÔÓ ·ÊÔÚ¿ ÙË ÁÏÒÛÛ·, ÙÔ ÂÚÒÙËÌ·
‹Ù·Ó, Â¿Ó ·˘Ù‹ ¿ÏÏ·˙ ÛÙ·‰È·Î¿, fiÙ·Ó ÙÔ ‰È‰·ÎÙÈÎfi ˘ÏÈÎfi ÁÈÓfiÙ·Ó ÈÔ Û‡ÓıÂÙÔ. ŸÛÔÓ
·ÊÔÚ¿ ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜, ÙÔ ÂÚÒÙËÌ· ‹Ù·Ó Â¿Ó ÁÈÓfiÙ·Ó ‚·ıÌÈ·›· ÈÔ ··ÈÙËÙÈΤ˜ Î·È Â¿Ó
ÔÈ ‰¿ÛηÏÔÈ Âȉ›ˆÎ·Ó Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÔÈ Ì·ıËÙ¤˜ ÙÔ˘˜ ÌÈ· ÈÔ Û‡ÓıÂÙË ÁÏÒÛÛ·. ∆·
ÂÌÂÈÚÈο ‰Â‰Ô̤ӷ η٤‰ÂÈÍ·Ó (Swain, 1988) fiÙÈ ÔÈ ‰¿ÛηÏÔÈ ÂÚÈfiÚÈ˙·Ó ÙË ÁψÛÛÈ΋
¯Ú‹ÛË Î·È ¯ÚËÛÈÌÔÔÈÔ‡Û·Ó ¤Ó·Ó ÏÂÈÙÔ˘ÚÁÈο ÂÚÈÔÚÈṲ̂ÓÔ ·ÚÈıÌfi ÁψÛÛÈÎÒÓ Ù‡ˆÓ ÚÔ-
Û·ıÒÓÙ·˜ Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ó Ì ηٷÓÔËÙfi ÙÚfiÔ ÙÔ ÂÚȯfiÌÂÓÔ ÙˆÓ Ì·ıËÌ¿ÙˆÓ ÙÔ˘˜.
¶·Ú¿ÏÏËÏ·, ηٷÁÚ¿ÊËÎ·Ó Î·È ÔÈ ‰˘ÛÎÔϛ˜ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ, ÔÈ Ôԛ˜ Û¯ÂÙ›˙ÔÓÙ·Ó ÌÂ
ÙËÓ Â͇ÚÂÛË ÙÚfiˆÓ Ô˘ ‰È¢ÎÔχÓÔ˘Ó ÙËÓ ·ÚÔ˘Û›·ÛË ÙÔ˘ ÂÚȯfiÌÂÓÔ˘ ÂÓfi˜ ÁÓˆÛÙÈ-
ÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘ Ì ÙÚfiÔ ÒÛÙ ӷ Á›ÓÂÙ·È Î·Ù·ÓÔËÙfi Î·È ·ÎfiÌ·, Û¯ÂÙ›˙ÔÓÙ·Ó Ì ÙËÓ Â͇-
ÚÂÛË ÌÂıfi‰ˆÓ, ÒÛÙ ÙÔ Ì¿ıËÌ· ÂÚȯÔ̤ÓÔ˘ Ó· Á›ÓÂÙ·È Ù·˘Ùfi¯ÚÔÓ· Î·È Ì¿ıËÌ· ÁÏÒÛÛ·˜.
°È· fiÏÔ˘˜ ÙÔ˘˜ ·Ú·¿Óˆ ÏfiÁÔ˘˜ ·Ó·‰Â›¯ıËΠˆ˜ ÂÈÙ·ÎÙÈ΋, ϤÔÓ, Ë ·Ó¿ÁÎË ÁÈ· ÚÔÛÂ-
ÎÙÈÎfiÙÂÚÔ Û¯Â‰È·ÛÌfi ÙˆÓ Ì·ıËÌ¿ÙˆÓ Ì ÂÛÙ›·ÛË Î˘Ú›ˆ˜ ÛÙȘ ·Ú·ÁˆÁÈΤ˜ ‰ÂÍÈfiÙËÙ˜.
" ∏ ·Ó¿ÁÎË ÁÈ· ÙË ‰ËÌÈÔ˘ÚÁ›· «ÚÔÁÚ·ÌÌ¿ÙˆÓ ÁÂʇڈÛ˘» ÁÈ· ÙȘ ¯ÒÚ˜ fiÔ˘ ÂÊ·ÚÌfi˙Ô-
ÓÙ·È ‰›ÁψÛÛ· ÚÔÁÚ¿ÌÌ·Ù·, ÒÛÙ ÔÈ Ì·ıËÙ¤˜ Ó· ÌÂÙ·‚·›ÓÔ˘Ó ÔÌ·Ï¿ ·fi ·˘Ù¿ Ù· ÚÔ-
ÁÚ¿ÌÌ·Ù· Û ٿÍÂȘ ·ÚÈ·˜ ÂÎ·›‰Â˘Û˘. ∆· «ÚÔÁÚ¿ÌÌ·Ù· ÁÂʇڈÛ˘» (µaker, 2001) ıˆ-
Ú‹ıËÎ·Ó ··Ú·›ÙËÙ·, ÂÂȉ‹ ÔÈ Ì·ıËÙ¤˜ Û˘Ó‹ıˆ˜ ÂÁηٷÏ›Ô˘Ó Ôχ ÁÚ‹ÁÔÚ· ÙȘ Ù¿ÍÂȘ
‰›ÁψÛÛ˘ ÂÎ·›‰Â˘Û˘ Î·È Ì¿ÏÈÛÙ· ÚÈÓ ·ÔÎÙ‹ÛÔ˘Ó ÙȘ ·Î·‰ËÌ·˚Τ˜ ‰ÂÍÈfiÙËÙ˜ Ô˘
··ÈÙÔ‡ÓÙ·È ÁÈ· ÙËÓ ·Ú·ÎÔÏÔ‡ıËÛË Ì·ıËÌ¿ÙˆÓ Û ÌÈ· Û˘Ì‚·ÙÈ΋ Ù¿ÍË (mainstream).
" ∏ ·Ó¿ÁÎË ÁÈ· ÙË ‰ËÌÈÔ˘ÚÁ›· ·˘ÙfiÓÔÌˆÓ Ì·ıËÙÒÓ, ‰ËÏ·‰‹ Ì·ıËÙÒÓ Ô˘ Ó· ¤¯Ô˘Ó ¿ÌÂÛË
ÚfiÛ‚·ÛË ÛÙË ÁÓÒÛË ¯ˆÚ›˜ ÙË ‚Ô‹ıÂÈ· ÙÔ˘ ‰·ÛοÏÔ˘, ÂÓÒ ·Ú¿ÏÏËÏ· ı· Â›Ó·È Û ı¤ÛË Ó·
ÌÂٷʤÚÔ˘Ó ÙȘ ÁÓÒÛÂȘ Ô˘ ηٷÎÙÔ‡Ó ÛÙÔ Ï·›ÛÈÔ ÙˆÓ Û¯ÔÏÈÎÒÓ Ì·ıËÌ¿ÙˆÓ ·fi ÙÔ ¤Ó·
ÁÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ ÛÙÔ ¿ÏÏÔ.
∏ ‰ÈÂıÓ‹˜ ÂÎ·È‰Â˘ÙÈ΋ ÂÌÂÈÚ›· ÛÂ Û˘Ó‰˘·ÛÌfi Ì ٷ ÂÚ¢ÓËÙÈο ‰Â‰Ô̤ӷ Ô‰‹ÁËÛ·Ó ÂÓÙ¤-
ÏÂÈ Û ‰È‰·ÎÙÈΤ˜ ÚÔÛÂÁÁ›ÛÂȘ ÔÈ Ôԛ˜ ‰›ÓÔ˘Ó È‰È·›ÙÂÚË ¤ÌÊ·ÛË ÛÙË ‰È‰·Ûηϛ· ÙÔ˘ ÂÚÈÂ-
¯Ô̤ÓÔ˘ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈÓ, ÙÔ˘ ·Î·‰ËÌ·˚ÎÔ‡ ÏÂÍÈÏÔÁ›Ô˘ Î·È ÛÙËÓ ·Ó¿Ù˘ÍË ·fi
ÙÔ˘˜ Ì·ıËÙ¤˜ ÙˆÓ ·Ú·ÁˆÁÈÎÒÓ ÁψÛÛÈÎÒÓ ‰ÂÍÈÔًوÓ. ∏ Â›Ù¢ÍË ÙˆÓ ·Ú·¿Óˆ ÛÙfi¯ˆÓ
72 EÈÛً̘ AÁˆÁ‹˜, £ÂÌ·ÙÈÎfi Ù‡¯Ô˜ 2005

5. ÂÈÙ˘Á¯¿ÓÂÙ·È ÁÈ· Ù· ÁÓˆÛÙÈο ·ÓÙÈΛÌÂÓ· Ì ÙË ¯Ú‹ÛË ÛÙÚ·ÙËÁÈÎÒÓ Î·È Ù¯ÓÈÎÒÓ ‰È‰·Ûη-
Ï›·˜ ·fi ÙË ¢Â‡ÙÂÚË °ÏÒÛÛ·, ηıÒ˜ Î·È Ì ÙË Û˘ÓÂÚÁ·Û›· ÙˆÓ ‰È‰·ÛÎfiÓÙˆÓ ÌÂٷ͇ ÙÔ˘˜. ªÂ
ÙÔÓ ÙÚfiÔ ·˘Ùfi ÔÈ ‰È‰¿ÛÎÔÓÙ˜ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ ‚ÔËıÔ‡Ó ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ·Ô-
ÎÙ‹ÛÔ˘Ó ÙÚfiÔ˘˜ ÚfiÛ‚·Û˘ ÛÙÔ ÂÚȯfiÌÂÓÔ ÙˆÓ Û¯ÔÏÈÎÒÓ Ì·ıËÌ¿ÙˆÓ Î·È Ó· ÂÍÔÈÎÂȈ-
ıÔ‡Ó Ì ÙË ¯Ú‹ÛË ÙˆÓ Û¯ÔÏÈÎÒÓ ÂÁ¯ÂÈÚȉ›ˆÓ.
Afi Ù· ÈÔ ‰È·‰Â‰Ô̤ӷ ÌÔÓ٤Ϸ ‰È‰·Ûηϛ·˜ Ù˘ ÁÏÒÛÛ·˜ Ì ¤ÌÊ·ÛË ÛÙÔ ÂÚȯfiÌÂÓÔ ÌÂ
¯Ú‹ÛË ÛÙÚ·ÙËÁÈÎÒÓ ıˆÚÂ›Ù·È ÙÔ CALLA (Cognitive Academic Language Learning Approach). ™ÙÔ
ÌÔÓÙ¤ÏÔ ·˘Ùfi ηٿ ÙË ‰È‰·Ûηϛ· ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ ÙÔ˘ ∞Ó·Ï˘ÙÈÎÔ‡ ¶ÚÔÁÚ¿ÌÌ·-
ÙÔ˜ ™Ô˘‰ÒÓ Á›ÓÂÙ·È Û˘ÛÙËÌ·ÙÈ΋ ÂÊ·ÚÌÔÁ‹ ÛÙÚ·ÙËÁÈÎÒÓ Ô˘ ‰È¢ÎÔχÓÔ˘Ó ÙË ‰È·‰Èηۛ·
Ù˘ Ì¿ıËÛ˘ (‚Ï. Chamot, 1995, Chamot & O» Malley, 1987).
∏ ÂÎÙÂٷ̤ÓË ¯Ú‹ÛË ÛÙÚ·ÙËÁÈÎÒÓ, ÔÈ Ôԛ˜ Û ¤Ó·Ó ÌÂÁ¿ÏÔ ‚·ıÌfi ‚·Û›˙ÔÓÙ·È ÛÙÔÓ ÙÚfiÔ
Ì ÙÔÓ ÔÔ›Ô Ô Ì·ıËÙ‹˜ ·ÔÎÙ¿ ÁÓÒÛË, ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙȘ ÏËÚÔÊÔڛ˜ Ô˘ ‰¤¯ÂÙ·È Î·È
ÙȘ Ôԛ˜ ÂÂÍÂÚÁ¿˙ÂÙ·È ÁÓˆÛÙÈο Ô ÂÁΤʷÏfi˜ ÙÔ˘, ‰È·ÊÔÚÔÔÈ› Î·È ÙÔ ıˆÚËÙÈÎfi ˘fi‚·-
ıÚÔ ÙˆÓ ÚÔÛÂÁÁ›ÛÂˆÓ ·˘ÙÒÓ, ÔÈ Ôԛ˜ ·ÓÙÏÔ‡Ó Ù· ÂȯÂÈÚ‹Ì·Ù¿ ÙÔ˘˜ ·fi ÙÔÓ ¯ÒÚÔ ÙˆÓ
ÁÓˆÛÙÈÎÒÓ ıˆÚÈÒÓ Ì¿ıËÛ˘ (Anderson, 1983).
4. ¶ÂÚȯfiÌÂÓÔ ÙÔ˘ fiÚÔ˘ «ÛÙÚ·ÙËÁÈ΋» - Ù˘ÔÏÔÁ›·
ÛÙÚ·ÙËÁÈÎÒÓ
™ÙÚ·ÙËÁÈΤ˜ ¯ÚËÛÈÌÔÔÈ‹ıËÎ·Ó Î·È ·Ï·ÈfiÙÂÚ· ÛÙË ‰È‰·Ûηϛ· Ù˘ ÁÏÒÛÛ·˜, ·ÏÏ¿ Ô fiÚÔ˜
ıˆÚÔ‡ÓÙ·Ó Ù·˘ÙfiÛËÌÔ˜ Ì ÙȘ ÂÈÎÔÈÓˆÓȷΤ˜ ÛÙÚ·ÙËÁÈΤ˜, ‰ËÏ·‰‹ Ì ÙȘ ÛÙÚ·ÙËÁÈΤ˜
Ô˘ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È ÁÈ· ÙËÓ ÂÓ›Û¯˘ÛË ‹ ÙËÓ ·ÔηٿÛÙ·ÛË Ù˘ ÚÔÊÔÚÈ΋˜ ÂÈÎÔÈÓˆÓ›·˜
(Oxford, 1990). ∞ÓÙ›ıÂÙ·, ÛÙȘ ÈÔ ÚfiÛÊ·Ù˜ ·Ó·ÊÔÚ¤˜ Ô fiÚÔ˜ «ÛÙÚ·ÙËÁÈ΋» ÂÌÂÚȤ¯ÂÈ Î·È
ÁÓˆÛÙÈÎfi ÂÚȯfiÌÂÓÔ, fiˆ˜ Ê·›ÓÂÙ·È Î·È ·fi ÔÚÈÛÌÔ‡˜, fiÔ˘ ÔÈ ÛÙÚ·ÙËÁÈΤ˜ ·Ó·Ê¤ÚÔÓÙ·È
«ˆ˜ ÔÈ ÂÓ¤ÚÁÂȘ Ô˘ ÂÈϤÁÔÓÙ·È Û˘ÓÂȉËÙ¿ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ ÚÔÎÂÈ̤ÓÔ˘ ·ÊÂÓfi˜ Ó·
Ì¿ıÔ˘Ó ÙÔ ‰È‰·ÎÙ¤Ô ·ÓÙÈΛÌÂÓÔ Î·È ·ÊÂÙ¤ÚÔ˘ Ó· ¯ÂÈÚÈÛÙÔ‡Ó ·ÔÙÂÏÂÛÌ·ÙÈο ÙÔ ÚÔ˚fiÓ Ì¿ıË-
Û˘» (Cohen, 1998, Û. 9) ‹ fiÔ˘ ÛÙÚ·ÙËÁÈΤ˜ ıˆÚÔ‡ÓÙ·È «ÔÈ ÂȉÈΤ˜ ÛΤ„ÂȘ Î·È Û˘ÌÂÚÈÊÔ-
Ú¤˜ Ô˘ Ù· ¿ÙÔÌ· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÁÈ· Ó· ÙÔ˘˜ ‚ÔËı‹ÛÔ˘Ó Ó· ηٷÓÔ‹ÛÔ˘Ó, Ó· Ì¿ıÔ˘Ó ‹ Ó·
‰È·ÙËÚ‹ÛÔ˘Ó Ì›· ηÈÓÔ‡ÚÈ· ÏËÚÔÊÔÚ›·» (Chamot & O» Malley, 1990, Û. 1).
Ÿˆ˜ ‰ÂÓ ˘¿Ú¯ÂÈ ¤Ó·˜ ÁÂÓÈο ·Ô‰ÂÎÙfi˜ ÔÚÈÛÌfi˜ ÙˆÓ ÛÙÚ·ÙËÁÈÎÒÓ, ·ÓÙ›ÛÙÔȯ· Î·È Ë
Ù˘ÔÏÔÁ›· ÙˆÓ ÛÙÚ·ÙËÁÈÎÒÓ Â›Ó·È ÔÏÏ·Ï‹, ÂÂȉ‹ Ù· ÎÚÈÙ‹ÚÈ· Ì ٷ ÔÔ›· ÔÈ ÛÙÚ·ÙËÁÈΤ˜
ÔÌ·‰ÔÔÈÔ‡ÓÙ·È, ÔÈΛÏÔ˘Ó. ∂Ó‰ÂÈÎÙÈο, ·Ó·Ê¤ÚÂÙ·È Ë ‰È·‰Èηۛ· Ô˘ ÂÈÙÂÏÂ›Ù·È Î·Ù¿ ÙËÓ
ÂÎÙ¤ÏÂÛ‹ ÙÔ˘˜ - ·Ó ‰ËÏ·‰‹ Â›Ó·È ÓÔËÙÈ΋ ‹ ۈ̷ÙÈ΋ - ‹ Ë Û¯¤ÛË Ô˘ ¤¯Ô˘Ó Ì ÙË Ì¿ıËÛË, ·Ó
‰ËÏ·‰‹ Â›Ó·È ¿ÌÂÛË ‹ ¤ÌÌÂÛË (Oxford,1990). ∆Ô ÛËÌÂ›Ô Û‡ÁÎÏÈÛ˘ ÙˆÓ ÂÚ¢ÓËÙÒÓ ˆ˜ ÚÔ˜ ÙËÓ
¤ÓÙ·ÍË ÙˆÓ ÛÙÚ·ÙËÁÈÎÒÓ Û ÔÌ¿‰Â˜ Ê·›ÓÂÙ·È Ó· Â›Ó·È Ë ¿Ô„Ë fiÙÈ ÔÔÈ·‰‹ÔÙÂ Ù˘ÔÏÔÁ›·
ÂÌÂÚȤ¯ÂÈ Ô‡Ùˆ˜ ‹ ¿Ïψ˜ ¤Ó· ›‰Ô˜ ·˘ı·ÈÚÂÛ›·˜ Î·È ‰ÂÓ ÌÔÚ› Ó· Â›Ó·È ‰ÂÛÌ¢ÙÈ΋, ÂÊfiÛÔÓ
Ôχ Û˘¯Ó¿ ·Ú·ÙËÚÔ‡ÓÙ·È ·ÏÏËÏÔÂÈηχ„ÂȘ.
øÛÙfiÛÔ, ·fi ÙȘ ÂÈÎÚ·Ù¤ÛÙÂÚ˜ Ù˘ÔÏÔÁ›Â˜ Â›Ó·È ·˘Ù‹ ÙˆÓ Chamot Î·È O»Malley (1987),
Û‡Ìʈӷ Ì ÙËÓ ÔÔ›· ÔÈ ÛÙÚ·ÙËÁÈΤ˜ ¯ˆÚ›˙ÔÓÙ·È:
·. Û ÌÂÙ·ÁÓˆÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ (metacognitive strategies), Ì ÙȘ Ôԛ˜ Ô Ì·ıËÙ‹˜ ۯ‰ȿ-
˙ÂÈ ÙË Ì¿ıËÛË, ·Ú·ÎÔÏÔ˘ı› ÙËÓ Î·Ù·ÓfiËÛË Î·È ÙËÓ ·Ú·ÁˆÁ‹ ÏfiÁÔ˘ Î·È ·ÍÈÔÏÔÁ› ÙËÓ
ÚfiÛÏË„Ë ÙÔ˘ ·ÓÙÈÎÂÈ̤ÓÔ˘ Ì¿ıËÛ˘.
‚. Û ÁÓˆÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ (cognitive strategies), Ì ÙȘ Ôԛ˜ Ô Ì·ıËÙ‹˜ ‰È·‰Ú¿ Ì ÙÔ ·ÓÙÈ-
ΛÌÂÓÔ Ì¿ıËÛ˘. ∆Ô ·ÓÙÈΛÌÂÓÔ ·˘Ùfi ÌÔÚ› Ó· ÙÔ ¯ÂÈÚ›˙ÂÙ·È Â›Ù ÓÔËÙÈο, ‰ËÌÈÔ˘ÚÁÒÓÙ·˜
ÓÔËÙÈΤ˜ ÂÈÎfiÓ˜ ‹ Û˘Ó‰¤ÔÓÙ·˜ ÙȘ Ӥ˜ ÏËÚÔÊÔڛ˜ Ì ÙȘ ÚÔËÁÔ‡ÌÂÓ˜ ¤ÓÓÔȘ ‹ ‰ÂÍÈfi-
ÙËÙ˜ Ô˘ ¤¯ÂÈ Î·Ù·ÎÙ‹ÛÂÈ Â›Ù ۈ̷ÙÈο, ‚¿˙ÔÓÙ·˜ Û ÔÌ¿‰Â˜ ÛÙÔȯ›· Ô˘ ¯ÚÂÈ¿˙ÂÙ·È
¢›ÁψÛÛÔÈ Ì·ıËÙ¤˜ ÛÙ· ÂÏÏËÓÈο Û¯ÔÏ›·: ‰È‰·ÎÙÈΤ˜ ÚÔÛÂÁÁ›ÛÂȘ Î·È ıˆÚËÙÈο ˙ËÙ‹Ì·Ù· 73

6. Ó· Ì¿ıÂÈ, ÎÚ·ÙÒÓÙ·˜ ÛËÌÂÈÒÛÂȘ ‹ οÓÔÓÙ·˜ ÂÚÈÏ‹„ÂȘ ÛËÌ·ÓÙÈÎÒÓ ÏÂÙÔÌÂÚÂÈÒÓ Ô˘
ı¤ÏÂÈ Ó· ı˘ÌËı›.
Á. Û ÎÔÈÓˆÓÈΤ˜ - Û˘Ó·ÈÛıËÌ·ÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ (social - affective strategies), Ì ÙȘ Ôԛ˜ Ô
Ì·ıËÙ‹˜ ‰È·‰Ú¿ Ì ¿ÏÏÔ ÚfiÛˆÔ Â›Ù ÁÈ· Ó· ˘ÔÛÙËÚȯÙ› Ë Ì¿ıËÛË, fiˆ˜ Á›ÓÂÙ·È Û ÌÈ·
ÔÌ·‰È΋ ÂÚÁ·Û›·, ›Ù ˙ËÙÒÓÙ·˜ ‰È¢ÎÚÈÓ›ÛÂȘ ·fi ÙÔÓ ‰¿ÛηÏÔ.
°È· οı ηÙËÁÔÚ›· ÁÂÓÈÎÒÓ ÛÙÚ·ÙËÁÈÎÒÓ ÚÔÙ›ÓÔÓÙ·È ÂȉÈÎfiÙÂÚ˜ ÛÙÚ·ÙËÁÈΤ˜ Ô˘
·ÊÔÚÔ‡Ó ÙËÓ Î¿Ï˘„Ë ÂÈ̤ÚÔ˘˜ ‰ÂÍÈÔًوÓ. °È· ·Ú¿‰ÂÈÁÌ·, ÁÈ· ÙË ÁÓˆÛÙÈ΋ ÛÙÚ·ÙËÁÈ΋
Ù˘ ηٷÓfiËÛ˘ ÎÂÈ̤ÓÔ˘ ÚÔÙ›ÓÔÓÙ·È ·Ó·ÁÓˆÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ (reading strategies), Ô˘
ÛÙÔ¯Â‡Ô˘Ó ÛÙÔ Ó· ÂÈÙÚ¤„Ô˘Ó ÛÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ¯ÂÈÚ›˙ÔÓÙ·È ÂÎÙÂÓ‹ ÁÚ·Ù¿ ΛÌÂÓ·, fiˆ˜
Â›Ó·È Û˘Ó‹ıˆ˜ ·˘Ù¿ Ô˘ ÂÚȤ¯ÔÓÙ·È ÛÙ· Û¯ÔÏÈο ‚È‚Ï›·. ∂ȉÈο ÁÈ· Ì·ıËÙ¤˜ Ô˘ Ì·ı·›ÓÔ˘Ó
ÌÈ· °2 ··ÈÙÂ›Ù·È ·Ú¯Èο ÂÍÔÈΛˆÛË Ì ÙË ‰È·ÎÚÈÙ‹ ÔÚÁ¿ÓˆÛË Î·È Ù· ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ
ÎÂÈÌ¤ÓˆÓ ÙÔ˘ οı ÁÓˆÛÙÈÎÔ‡ ·ÓÙÈÎÂÈ̤ÓÔ˘, Ë ÔÔ›· ‚ÔËı¿ ÙËÓ Î·Ù·ÓfiËÛË, ·ÊÔ‡ Ë ‰ÔÌ‹
ÂÓfi˜ ÎÂÈ̤ÓÔ˘ Ô˘ ÂÌÂÚȤ¯ÂÙ·È ÛÙ· ‚È‚Ï›· ÙˆÓ ª·ıËÌ·ÙÈÎÒÓ ‰È·Ê¤ÚÂÈ ·fi ÙË ‰ÔÌ‹ ÙˆÓ
ÎÂÈÌ¤ÓˆÓ ÙˆÓ º˘ÛÈÎÒÓ ∂ÈÛÙËÌÒÓ. ªÂ ÙË ¯Ú‹ÛË Î·Ù¿ÏÏËÏˆÓ ÛÙÚ·ÙËÁÈÎÒÓ ÔÈ Ì·ıËÙ¤˜ ÌÔ-
Ú› Ó· ηٷÛÙÔ‡Ó ÈηÓÔ› Ó· ·Ó·ÁÓˆÚ›˙Ô˘Ó ÙȘ ‰È·ÚıÚˆÙÈΤ˜ ϤÍÂȘ ·Ú·ÁڿʈÓ, ÒÛÙ ӷ
‰È¢ÎÔχÓÔÓÙ·È ÛÙËÓ Î·Ù·ÓfiËÛË ÙˆÓ ÎÂÈÌ¤ÓˆÓ Ô˘ ÂÌÂÚȤ¯ÔÓÙ·È ÛÙ· Û¯ÔÏÈο ÂÁ¯ÂÈÚ›‰È·,
Ó· ÚÔÛÏ·Ì‚¿ÓÔ˘Ó ·fi ·˘Ù¿ fiÛÔ ÙÔ ‰˘Ó·ÙfiÓ ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜, Ó· ÙȘ ÂÂÍÂÚ-
Á¿˙ÔÓÙ·È Î·È Ó· ÙȘ ·ÔıËÎÂ‡Ô˘Ó ÛÙÔÓ ÂÁΤʷÏfi ÙÔ˘˜.
™ÙËÓ Î·ÙËÁÔÚ›· ÙˆÓ ·Ó·ÁÓˆÛÙÈÎÒÓ ÛÙÚ·ÙËÁÈÎÒÓ ÂÓÙ¿ÛÛÔÓÙ·È: ·. ÔÈ ÚÔ-·Ó·ÁÓˆÛÙÈΤ˜
ÛÙÚ·ÙËÁÈΤ˜ (pre-reading strategies), ‚. ÔÈ Î·ıÔ‰ËÁËÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ ·Ó¿ÁÓˆÛ˘ (guided
reading strategies) Î·È Á. ÔÈ ÌÂÙ· - ·Ó·ÁÓˆÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ (post-reading strategies).
·) √È ÚÔ-·Ó·ÁÓˆÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ ÂÚÈÏ·Ì‚¿ÓÔ˘Ó ÙËÓ ÂÓÂÚÁÔÔ›ËÛË Ù˘ ÚÔËÁÔ‡ÌÂÓ˘
ÁÓÒÛ˘ ÙˆÓ Ì·ıËÙÒÓ Û¯ÂÙÈο Ì ¤Ó· ı¤Ì· Î·È ÙËÓ ·Ó·ÁÓÒÚÈÛË Ï¤ÍÂˆÓ - ÎÏÂȉȿ ·fi ÙÔ
ΛÌÂÓÔ. ŒÓ·˜ Ù›ÙÏÔ˜ Ô˘ ‰›ÓÂÙ·È ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÚÈÓ ‰È·‚¿ÛÔ˘Ó ¤Ó· ΛÌÂÓÔ ‹ ÌÈ· ·Ú¿-
ÁÚ·ÊÔ, ÔÈ ÂÚˆÙ‹ÛÂȘ Ô˘ ˘Ô‚¿ÏÏÔÓÙ·È ·fi ÙÔÓ ‰¿ÛηÏÔ ÚÈÓ ÙËÓ ·Ó¿ÁÓˆÛË ‹ ÚÈÓ
·fi ÙËÓ ·ÚÔ˘Û›·ÛË ÌÈ·˜ ηÈÓÔ‡ÚÈ·˜ ÂÓfiÙËÙ·˜ ·ÔÙÂÏÔ‡Ó ÛÙÚ·ÙËÁÈΤ˜ ·˘ÙÔ‡ ÙÔ˘
›‰Ô˘˜ (Wenden & Rubin, 1987). ªÂ ÙÔÓ ÙÚfiÔ ·˘Ùfi ÔÈ Ì·ıËÙ¤˜ ÂÓÂÚÁÔÔÈÔ‡Ó Ù· ÁÓˆ-
ÛÙÈο Û¯‹Ì·Ù· (Anderson, 1983) Ô˘ ÌÔÚ› Ó· ¤¯Ô˘Ó ·ÔıËÎÂ˘Ì¤Ó· ÛÙÔÓ ÂÁΤʷÏfi
ÙÔ˘˜ Î·È ·Ú¯›˙Ô˘Ó Ó· ÂÍÔÈÎÂÈÒÓÔÓÙ·È Ì ÙÔ ÂÚȯfiÌÂÓÔ Î·È ÙËÓ ÔÚÁ¿ÓˆÛË ÂÓfi˜ ÎÂÈ̤ÓÔ˘
ÚÈÓ ÙÔ ‰È·‚¿ÛÔ˘Ó.
‚) √È Î·ıÔ‰ËÁËÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ ·Ó¿ÁÓˆÛ˘ ÂÚÈÏ·Ì‚¿ÓÔ˘Ó Î˘Ú›ˆ˜ «Ì·ÓÙÈΤ˜» ‹ ˘ÔıÂ-
ÙÈΤ˜ ÂÚˆÙ‹ÛÂȘ Ô˘ Á›ÓÔÓÙ·È Ì ‚¿ÛË ÙÔ ÚÔ˜ ‰È‰·Ûηϛ· ΛÌÂÓÔ. ŒÙÛÈ, Ô ‰¿ÛηÏÔ˜
ÌÔÚ› Ó· ˙ËÙ‹ÛÂÈ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· «ÚԂϤ„Ô˘Ó» ÙËÓ ÂͤÏÈÍË Ù˘ ‰Ú¿Û˘ ‹ ·ÎfiÌ·
Ó· «Ì·ÓÙ¤„Ô˘Ó» ÙËÓ Èı·Ó‹ Û˘ÌÂÚÈÊÔÚ¿ ÂÓfi˜ ‹Úˆ· Û ¤Ó· ÏÔÁÔÙ¯ÓÈÎfi ΛÌÂÓÔ ‹ ÛÂ
¤Ó· ΛÌÂÓÔ ∞Ú¯·›ˆÓ ∂ÏÏËÓÈÎÒÓ ·fi ÌÂÙ¿ÊÚ·ÛË. ∫·È ÔÈ ÛÙÚ·ÙËÁÈΤ˜ ·˘Ù¤˜ ‰È¢ÎÔχÓÔ˘Ó
ÙÔ˘˜ Ì·ıËÙ¤˜ Ô˘ Ì·ı·›ÓÔ˘Ó ÌÈ· °2 Ó· ÂÓÂÚÁÔÔÈ‹ÛÔ˘Ó Ù· Û¯‹Ì·Ù· Ô˘ Èı·ÓfiÓ Ó·
˘¿Ú¯Ô˘Ó ·ÔıËÎÂ˘Ì¤Ó· ÛÙÔÓ ÂÁΤʷÏfi ÙÔ˘˜ Î·È Ó· ·Ú¿ÁÔ˘Ó ÏfiÁÔ ¯ˆÚ›˜ Ó· ·ÈÛı¿ÓÔ-
ÓÙ·È ÙÔÓ Êfi‚Ô fiÙÈ ı· οÓÔ˘Ó Ï¿ıÔ˜.
Á) √È ÌÂÙ· - ·Ó·ÁÓˆÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜, fiÔ˘ Ô ‰¿ÛηÏÔ˜ ˙ËÙ¿ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· Â·-
Ó·Ï¿‚Ô˘Ó Û‡ÓÙÔÌ· fi,ÙÈ ‰È‰¿¯ÙËÎ·Ó ÛÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Ì·ı‹Ì·ÙÔ˜, ÁÂÁÔÓfi˜ Ô˘ ÙÔÓ ‚ÔËı¿
Ó· ·Ó·Î·Ï‡„ÂÈ ÂӉ¯fiÌÂÓË ¤ÏÏÂÈ„Ë Î·Ù·ÓfiËÛ˘ ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ ‹ ·ÎfiÌ· Î·È ·Ú·-
ÓÔ‹ÛÂȘ Û¯ÂÙÈο Ì ÙÔ ÎÂÊ¿Ï·ÈÔ Ô˘ ‰›‰·ÍÂ. ∞Ó·fiÛ·ÛÙÔ ÙÌ‹Ì· Ù˘ ÛÙÚ·ÙËÁÈ΋˜ ·˘Ù‹˜
·ÔÙÂÏ› Î·È Ë ·Ó¿ıÂÛË ÁÚ·ÙÒÓ ÂÚÁ·ÛÈÒÓ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ·ÓÂÍ¿ÚÙËÙ· ·fi ÙÔ ÁÓˆÛÙÈÎfi
·ÓÙÈΛÌÂÓÔ Ô˘ ‰È‰¿ÛÎÔÓÙ·È (Wenden & Rubin,1987, Carrasquillo & Rodriguez, 1996).
74 EÈÛً̘ AÁˆÁ‹˜, £ÂÌ·ÙÈÎfi Ù‡¯Ô˜ 2005

7. 5. ™¯Â‰È·ÛÌfi˜ Î·È ÔÚÁ¿ÓˆÛË ‰È‰·Ûηϛ·˜ Ì ÛÙÚ·ÙËÁÈΤ˜
°È· Ó· ÔÚÁ·Óˆı› ·fi ÙÔÓ ÂÎ·È‰Â˘ÙÈÎfi Ì›· ‰È‰·Ûηϛ· Ì ‚¿ÛË ÙȘ ÛÙÚ·ÙËÁÈΤ˜ ı· Ú¤-
ÂÈ Ó· ÏËÊıÔ‡Ó ˘fi„Ë ÔÚÈṲ̂Ó˜ ·Ú¿ÌÂÙÚÔÈ, ÒÛÙ ӷ ‰ËÌÈÔ˘ÚÁËı› ÙÔ ··Ú·›ÙËÙÔ
Ï·›ÛÈÔ ÛÙËÓ Ù¿ÍË Ô˘ ı· ÂÈÙÚ¤„ÂÈ ÙËÓ ÂÊ·ÚÌÔÁ‹ ÙÔ˘˜. ŸÏ˜ ÔÈ ÚÔÛÂÁÁ›ÛÂȘ Ô˘ Û¯ÂÙ›-
˙ÔÓÙ·È Ì ÙȘ ÛÙÚ·ÙËÁÈΤ˜ Û˘ÁÎÏ›ÓÔ˘Ó Ï›ÁÔ ¤ˆ˜ Ôχ ˆ˜ ÚÔ˜ ÙËÓ ÔÚÁ¿ÓˆÛË ÙÔ˘ Ì·ı‹Ì·ÙÔ˜
ÛÙ· ÂÍ‹˜ ÛËÌ›·:
¶ÚÒÙ· ·fi fiÏ· ÂӉȷʤÚÂÈ Ë Û‡ÓıÂÛË Ù˘ Ù¿Í˘, ·Ó ‰ËÏ·‰‹ ·ÔÙÂÏ›ٷÈ, fiÛÔÓ ·ÊÔÚ¿ ÙÔ
Ì·ıËÛÈ·Îfi ÛÙÈÏ (learning style) ÙˆÓ Ì·ıËÙÒÓ, ·fi ÔÙÈÎÔ‡˜, ·ÎÔ˘ÛÙÈÎÔ‡˜ ‹ ÎÈÓ·ÈÛıËÙÈÎÔ‡˜
Ì·ıËÙ¤˜. ŒÙÛÈ, ‰›ÓÂÙ·È Ë ‰˘Ó·ÙfiÙËÙ· ÛÙÔÓ ‰È‰¿ÛÎÔÓÙ· Ó· ÂÈϤÍÂÈ ÙÔ Î·Ù¿ÏÏËÏÔ ˘ÔÛÙËÚÈ-
ÎÙÈÎfi ˘ÏÈÎfi, Ô˘ ÌÔÚ› Ó· Â›Ó·È ÌÈ· ÂÈÎfiÓ· ‹ ¤Ó· ÌÔ˘ÛÈÎfi ÎÔÌÌ¿ÙÈ, ÂÓÒ Â›Ó·È Â›Û˘ ÛËÌ·-
ÓÙÈÎfi Ó· ÁÓˆÚ›˙ÂÈ Ù· ÂӉȷʤÚÔÓÙ· ÙˆÓ Ì·ıËÙÒÓ Î·È Ù· ΛÓËÙÚ· Ô˘ ¤¯Ô˘Ó ÁÈ· Ì¿ıËÛË.
™ÙË Û˘Ó¤¯ÂÈ·, ÂӉȷʤÚÂÈ ÙÔ ›‰ÈÔ ÙÔ ‰È‰·ÎÙÈÎfi ˘ÏÈÎfi ‹ ÙÔ ÂÁ¯ÂÈÚ›‰ÈÔ Ô˘ Ú¤ÂÈ Ó· ‰È‰·¯Ù›.
£· Ú¤ÂÈ Ó· Á›ÓÂÈ ¤ÏÂÁ¯Ô˜ ·fi ÙÔÓ ‰¿ÛηÏÔ ÁÈ· Ó· ‰È·ÈÛÙˆı› Â¿Ó ˘¿Ú¯Ô˘Ó ÚÔÙÂÈÓfi-
ÌÂÓ˜ ÛÙÚ·ÙËÁÈΤ˜, ΢ڛˆ˜ ÛÙȘ ·Û΋ÛÂȘ Î·È ÛÙȘ ÁÚ·Ù¤˜ ÂÚÁ·Û›Â˜ Ô˘ Û˘¯Ó¿ ÂÌÂÚȤ¯Ô˘Ó
Ù· Û¯ÔÏÈο ‚È‚Ï›·, Î·È ÔȘ Â›Ó·È ·˘Ù¤˜.
∏ ÙÚ›ÙË ·Ú¿ÌÂÙÚÔ˜ ·ÊÔÚ¿ ÂÈ̤ÚÔ˘˜ ÛÙÚ·ÙËÁÈΤ˜ Ô˘ ÂÊ·ÚÌfi˙ÔÓÙ·È Î·Ù¿ ÙË ‰È¿ÚÎÂÈ·
Ù˘ ‰È‰·Ûηϛ·˜. ∆¤ÙÔȘ Â›Ó·È Ë ÚÔÛÂÎÙÈ΋ ·Ó¿ÁÓˆÛË ÁÈ· ȉ¤Â˜ - ÎÏÂȉȿ, Ë Û‡ÁÎÚÈÛË Î·È Ë
·Ó·ÁÓÒÚÈÛË Ù˘ ÔÌÔÈfiÙËÙ·˜ ‹ Ù˘ ·ÓÙ›ıÂÛ˘ Û ¤Ó· ΛÌÂÓÔ ‹ Ë ·Ó·ÁÓÒÚÈÛË ÙˆÓ ‰È·ÚıÚˆÙÈ-
ÎÒÓ Ï¤ÍÂˆÓ ÙˆÓ ·Ú·ÁڿʈÓ.
∏ ÙÂÏÂ˘Ù·›· ·Ú¿ÌÂÙÚÔ˜ ·ÊÔÚ¿ ÂȉÈÎfiÙÂÚ˜ ÛÙÚ·ÙËÁÈΤ˜ Ô˘ ÂÈϤÁÔÓÙ·È ÁÈ· ÙËÓ ·Ó¿-
Ù˘ÍË Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ‰ÂÍÈÔÙ‹ÙˆÓ ·Ó¿ÏÔÁ· Ì ÙÔ Ì¿ıËÌ· ‹ ÙÔÓ ÛÙfi¯Ô Ô˘ ı¤ÙÂÈ Ô ‰¿ÛηÏÔ˜.
¶ÚÈÓ ÙË ¯Ú‹ÛË Ù¤ÙÔÈˆÓ ÛÙÚ·ÙËÁÈÎÒÓ Ô ‰¿ÛηÏÔ˜ ‰›ÓÂÈ ÛÙÔ˘˜ Ì·ıËÙ¤˜ Û·Ê‹ ·Ú·‰Â›ÁÌ·Ù·.
™ÙÔ ÌÔÓÙ¤ÏÔ CALLA (Chamot & O» Malley 1987, Chamot et al, 1992), ÔÈ Ê¿ÛÂȘ Ù˘ ‰È‰·-
Ûηϛ·˜ Ì ÛÙÚ·ÙËÁÈΤ˜ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ˆ˜ ÂÍ‹˜:
¶ÚÔÂÙÔÈÌ·Û›· ÙÔ˘ ÚÔ˜ ‰È‰·Ûηϛ· ÂÚȯÔ̤ÓÔ˘: ™ÙÔ ÛÙ¿‰ÈÔ ·˘Ùfi ‚·ÛÈ΋ ̤ÚÈÌÓ· ÙÔ˘
‰·ÛοÏÔ˘ ·ÔÙÂÏ› Ë ·Ó›¯Ó¢ÛË Ù˘ ÚÔËÁÔ‡ÌÂÓ˘ ÁÓÒÛ˘ ÙˆÓ Ì·ıËÙÒÓ Û¯ÂÙÈο Ì ÙÔ
ı¤Ì· ηıÒ˜ Î·È Ô ÚÔÛ‰ÈÔÚÈÛÌfi˜ ÙÔ˘ ÂÈ¤‰Ô˘ ÙˆÓ Ì·ıËÙÒÓ ÛÙË ÁÏÒÛÛ· - ÛÙfi¯Ô.
¶·ÚÔ˘Û›·ÛË ÙÔ˘ ÂÚȯÔ̤ÓÔ˘: ™ÙÔ ÛÙ¿‰ÈÔ ·˘Ùfi ÔÈ ‰¿ÛηÏÔÈ ÂÈϤÁÔ˘Ó Î·È ¯ÚËÛÈÌÔÔÈ-
Ô‡Ó ÌÈ· ÛÂÈÚ¿ ·fi ÛÙÚ·ÙËÁÈΤ˜ Ì ÙȘ Ôԛ˜ ÚÔÛ·ıÔ‡Ó Ó· οÓÔ˘Ó Î·Ù·ÓÔËÙfi ÙÔ ÂÚÈÂ-
¯fiÌÂÓÔ ÛÙÔ˘˜ Ì·ıËÙ¤˜. √È ÛÙÚ·ÙËÁÈΤ˜ ÂÈϤÁÔÓÙ·È Ì ‚¿ÛË ÙËÓ ËÏÈΛ· ÙˆÓ Ì·ıËÙÒÓ Î·È
ÙÔ ÚÔ˜ ‰È‰·Ûηϛ· ·ÓÙÈΛÌÂÓÔ. ∏ ËÏÈΛ· ·ÔÙÂÏ› ÛËÌ·ÓÙÈÎfi ·Ú¿ÁÔÓÙ· ÂÈÏÔÁ‹˜ ÛÙÚ·-
ÙËÁÈÎÒÓ, ·ÊÔ‡, ÏfiÁÔ˘ ¯¿ÚÈÓ, ÔÈ ÛÙÚ·ÙËÁÈΤ˜ Ù˘ ¯Ú‹Û˘ ÏÂÍÈÎÒÓ ‹ Ë ·Ó·ÁÓÒÚÈÛË ÙˆÓ ‰È·Ú-
ıÚˆÙÈÎÒÓ Ï¤ÍÂˆÓ ÙˆÓ ·Ú·ÁÚ¿ÊˆÓ ÂÓfi˜ ÎÂÈ̤ÓÔ˘ ‰ÂÓ Â›Ó·È Â‡ÎÔÏ· ÂÊ·ÚÌfiÛÈ̘ Û ̷ıË-
Ù¤˜ ÌÈÎÚ‹˜ ËÏÈΛ·˜.
∂Í¿ÛÎËÛË ÙˆÓ Ì·ıËÙÒÓ: ∫·Ù¿ ÙÔ ÛÙ¿‰ÈÔ ·˘Ùfi ÔÈ Ì·ıËÙ¤˜ ÂÍ·ÛÎÔ‡ÓÙ·È Û ·˘Ù¿ Ô˘ ‰È‰¿-
¯ÙËηÓ. ∏ ÂÍ¿ÛÎËÛË ÂÈÙ˘Á¯¿ÓÂÙ·È Ì ÙË ¯Ú‹ÛË ÛÙÚ·ÙËÁÈÎÒÓ Û ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘
¤¯Ô˘Ó ˆ˜ ÛÙfi¯Ô Ó· ÙÔ˘˜ ‚ÔËı‹ÛÔ˘Ó Ó· ÚÔÛÏ¿‚Ô˘Ó Ì ¢ÎÔÏ›· ÙȘ ηÈÓÔ‡ÚȘ ÏËÚÔÊÔ-
ڛ˜ Ô˘ ‰¤¯ÙËÎ·Ó ÛÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Ì·ı‹Ì·ÙÔ˜.
∞ÍÈÔÏfiÁËÛË ÙÔ˘ Ì·ı‹Ì·ÙÔ˜: ™ÙÔ ÛÙ¿‰ÈÔ ·˘Ùfi ÂÚÈÏ·Ì‚¿ÓÂÙ·È Ô ¤ÏÂÁ¯Ô˜ ÙÔ˘ ηٿ fiÛÔ
ηχÊıËÎ·Ó ÔÈ Ì·ıËÛÈ·ÎÔ› ÛÙfi¯ÔÈ Û¯ÂÙÈο Ì ÙÔ ÂÚȯfiÌÂÓÔ, ÙË ÁÏÒÛÛ· Î·È ÙȘ ÛÙÚ·ÙËÁÈ-
Τ˜ Ô˘ ¯ÚËÛÈÌÔÔÈ‹ıËÎ·Ó ÛÙÔ Ì¿ıËÌ·, Ô ÔÔ›Ô˜ Á›ÓÂÙ·È Î·È ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ Î·È ·fi ÙÔÓ
‰¿ÛηÏÔ.
∂¤ÎÙ·ÛË: ™ÙÔ ÛÙ¿‰ÈÔ ·˘Ùfi ÂÎÙÈÌ¿Ù·È ˆ˜ Ôχ ÛËÌ·ÓÙÈÎfi ÛÙÔÈ¯Â›Ô Ë ‰˘Ó·ÙfiÙËÙ· Â¤ÎÙ·-
Û˘ ·˘ÙÒÓ Ô˘ ¤Ì·ı·Ó ÔÈ Ì·ıËÙ¤˜ Î·È Û ¿ÏÏ· ‰›· ÁÓÒÛ˘, ÁÈ· ÙÔÓ ÂÍ‹˜ ÏfiÁÔ: Û‡Ìʈӷ
¢›ÁψÛÛÔÈ Ì·ıËÙ¤˜ ÛÙ· ÂÏÏËÓÈο Û¯ÔÏ›·: ‰È‰·ÎÙÈΤ˜ ÚÔÛÂÁÁ›ÛÂȘ Î·È ıˆÚËÙÈο ˙ËÙ‹Ì·Ù· 75

8. Ì ÙȘ ÁÓˆÛÙÈΤ˜ ıˆڛ˜ Ì¿ıËÛ˘ Â›Ó·È Ôχ ÛËÌ·ÓÙÈ΋ Ë ÌÂÙ·ÙÚÔ‹ Ù˘ ‰ËψÙÈ΋˜ Û ‰È·-
‰ÈηÛÙÈ΋ ÁÓÒÛË (Anderson, 1983) Î·È Ë ‰È·ıÂÌ·ÙÈ΋ ·ÍÈÔÔ›ËÛË ÙˆÓ ÏËÚÔÊÔÚÈÒÓ Ô˘
η٤¯Ô˘Ó ÔÈ Ì·ıËÙ¤˜, ‰ËÏ·‰‹ Ë ÈηÓfiÙËÙ· ÌÂÙ·ÊÔÚ¿˜ Ù˘ ÁÓÒÛ˘ Û Ӥ˜ ηٷÛÙ¿ÛÂȘ.
°ÂÓÈÎfiÙÂÚ·, Ë ‰È‰·Ûηϛ· Ì ‚¿ÛË ÙȘ ÛÙÚ·ÙËÁÈΤ˜ ıˆÚÂ›Ù·È ÌÈ· Ì·ıËÙÔÎÂÓÙÚÈ΋ ÚÔÛ¤ÁÁÈ-
ÛË ÛÙË ‰È‰·Ûηϛ·, Ô˘ ÛÙԯ‡ÂÈ Ó· Û˘ÌÂÚÈÏ¿‚ÂÈ Î·È ÙË Û·Ê‹ Î·È ÙËÓ ˘ÔÓÔÔ‡ÌÂÓË ÂÓÛˆ-
Ì¿ÙˆÛË ÙˆÓ ÛÙÚ·ÙËÁÈÎÒÓ Ì¤Û· ÛÙÔ ÂÚȯfiÌÂÓÔ ÙÔ˘ Ì·ı‹Ì·ÙÔ˜. ∂ȉÈÎfiÙÂÚ· ÁÈ· ÙË ‰È‰·Ûη-
Ï›· ÌÈ·˜ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜, ÔÈ Ì·ıËÙ¤˜ ÂÈÚ·Ì·Ù›˙ÔÓÙ·È ÛÙ· ÏÂÔÓÂÎÙ‹Ì·Ù· Ù˘ Û˘ÛÙËÌ·ÙÈ-
΋˜ ÂÊ·ÚÌÔÁ‹˜ ÛÙÚ·ÙËÁÈÎÒÓ ÛÙË Ì¿ıËÛË Î·È ÛÙË ¯Ú‹ÛË Ù˘ ÁÏÒÛÛ·˜ Ô˘ Ì·ı·›ÓÔ˘Ó. √È
‰¿ÛηÏÔÈ Â›Ó·È Û ı¤ÛË Ó· ÂÍ·ÙÔÌÈ·ÛÔ˘Ó ÙËÓ ÂÎÌ¿ıËÛË ÙˆÓ ÛÙÚ·ÙËÁÈÎÒÓ, Ó· ÚÔÙ›ÓÔ˘Ó
ÂȉÈΤ˜ ÁψÛÛÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ Î·È Ó· ÂÓı·ÚÚ‡ÓÔ˘Ó ÛÙÚ·ÙËÁÈΤ˜ ÙËÓ ›‰È· ÛÙÈÁÌ‹ Ô˘ ·ÚÔ˘-
ÛÈ¿˙Ô˘Ó Î·ÓÔÓÈο ÙÔ ÂÚȯfiÌÂÓÔ ÙÔ˘ Ì·ı‹Ì·Ùfi˜ ÙÔ˘˜.
¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ, Ë ‰È‰·Ûηϛ· Ì ÛÙÚ·ÙËÁÈΤ˜ Ê·›ÓÂÙ·È fiÙÈ ·ÓÙ·ÔÎÚ›ÓÂÙ·È ÛÙËÓ ·Ó¿-
Ù˘ÍË ÙˆÓ ·Î·‰ËÌ·˚ÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ÙˆÓ Ì·ıËÙÒÓ Î·È ˘Ô‚ÔËı¿ ÙËÓ ÂÎÌ¿ıËÛË ÙÔ˘ ÂÚÈÂ-
¯Ô̤ÓÔ˘ ÙˆÓ ÁÓˆÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ (ÁÈ· ‰È‰·ÎÙÈΤ˜ ÂÊ·ÚÌÔÁ¤˜ Ì ¯Ú‹ÛË ÛÙÚ·ÙËÁÈÎÒÓ ‚Ï.
∞ÁÔÚ·ÛÙfi˜ & ∑¿Áη, 2005, ∑¿Áη, 2004). ¶·Ú¿ÏÏËÏ·, ʤÚÓÂÈ ÙÔ˘˜ Ì·ıËÙ¤˜ Û Â·Ê‹ ÌÂ
ÙÔÓ ÂÈÛÙËÌÔÓÈÎfi ·Î·‰ËÌ·˚Îfi ÏfiÁÔ ÙˆÓ Û¯ÔÏÈÎÒÓ ÂÁ¯ÂÈÚȉ›ˆÓ Î·È ·ÓÙÈηıÈÛÙ¿ ÙËÓ ÚÔÛ·Ú-
ÌÔÁ‹ ÙˆÓ ÎÂÈÌ¤ÓˆÓ ÙˆÓ Û¯ÔÏÈÎÒÓ ‚È‚Ï›ˆÓ, Ë ÔÔ›·, fiÙ·Ó ÂÊ·ÚÌfi˙ÂÙ·È ·‰È·ÎÚ›Ùˆ˜ Û fiÏ·
Ù· Â›‰· ÁψÛÛÔÌ¿ıÂÈ·˜ ÙˆÓ Ì·ıËÙÒÓ, ıˆÚÂ›Ù·È fiÙÈ ÂÚÈÔÚ›˙ÂÈ ÙËÓ ·Ó¿Ù˘ÍË Ù˘
ÁÏÒÛÛ·˜ Î·È Ù˘ ÛΤ„˘.
µÈ‚ÏÈÔÁÚ·Ê›·
Anderson, J. (1983) The Architecture of Cognition. Cambridge, Harvard University Press.
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classroom. Clevedon, Multilingual Matters.
Chamot, A. & O’ Malley, J.M. (1987) ∆he Cognitive Academic Language Learning Approach: A
bridge to the mainstream. TESOL Quarterly, 21(3), 227-249.
Chamot, A. & O’ Malley, J.M. (1990) Learning Strategies in Second Language Acquisition.
Cambridge, Cambridge University Press.
Chamot, A., Dale, M., O’ Malley, M. & Spanos, G. (1992) Learning and Problem Solving
Strategies of ESL students, Bilingual Research Journal, 16, 3 and 4. http://www.ncbe.gwu.
edu/..ubs/nabe/brj/v16-34chamothtm
Chamot, A. (1995) Implementing the cognitive academic language learning approach: CALLA in
Arlington, Virginia, The Bilingual Research Journal, Summer, Fall, 19, 3 and 4, 379- 394.
Clegg, J. (ed.) (1996) Mainstreaming ESL: Case studies in integrating ESL students into the
mainstream curriculum. Clevedon, Multilingual Matters.
Cohen, A. (1998) Strategies in learning and using a second language. London, Longman.
Cummins, J. (1984) Wanted: A theoretical framework for relating language proficiency to
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9. Cummins, J. (20012
) Negotiating identities: Education for Empowerment in a Diverse Society. Los
Angeles, California Association for Bilingual Education.
Echevarria, J., Vogt M. E. & Short D. (2000) Making Content Comprehensible for English
Language Learners: The SIOP Model. Boston, Allyn and Bacon.
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Met, M. (1991) Learning language through content; learning content through language. Foreign
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Mitchell, R. and Myles, F. (1998) Second language learning theories. New York, Oxford
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√xford, R. (1990) Language learning strategies: What every teacher should know. Boston, Heinle
and Heinle Publishers.
Sheppard, K. (1997) Integrating Content-ESL: A report from the front. ™ÙÔ: Snow, M. & Brinton,
D. (eds) The content - based classroom: Perspectives on integrating language and content.
New York, Longman, White Plains.
Short, D. J. (1993) Assessing Integrated Language and Content Instruction, TESOL Quarterly, 27,
4, 627-656.
Swain, M. (1988) Manipulating and complementing content teaching to maximize second
language learning, TESL Canada Journal, 6, 1, 68-83.
Swain, M., and Lapkin, Sh. (1995) Problems in Output and the Cognitive Processes They
Generate: A Step Towards Second Language Learning, Applied Linguistics, 16, 3, 371-391.
Swain, M. (1999) Integrating language and content teaching through collaborative tasks.
Anthology Series- Seamed Regional Language Center. 40, 125-147.
Wenden, A. & Rubin J. (1987) Learner strategies in language learning. London, Prentice Hall.
∞ÁÔÚ·ÛÙfi˜, °. & ∑¿Áη ∂. (2001) ™ÙÚ·ÙËÁÈΤ˜ Ì¿ıËÛ˘ ηٿ ÙË ‰È‰·Ûηϛ· Û ̷ıËÙ¤˜ Ô˘
‰ÂÓ ¤¯Ô˘Ó ÙËÓ ÂÏÏËÓÈ΋ ˆ˜ °1: ŒÓ· ·Ú¿‰ÂÈÁÌ· ·fi ÙËÓ √‰‡ÛÛÂÈ·. ™ÙÔ ¶. °ÂˆÚÁÔ-
ÁÈ¿ÓÓ˘ (ÂÈÌ) ∏ ∂ÏÏËÓÈ΋ ˆ˜ ¢Â‡ÙÂÚË /•¤ÓË °ÏÒÛÛ·: ªÈ· ¢È·ÔÏÈÙÈÛÌÈ΋ ¶ÚÔÛ¤ÁÁÈÛË
(¶Ú·ÎÙÈο 3Ô˘ ¢ÈÂıÓÔ‡˜ ™˘Ó‰ڛԢ ¶.∆.¢.∂ ¶·ÓÂÈÛÙËÌ›Ô˘ ¶·ÙÚÒÓ, ¶¿ÙÚ· 6-9 πÔ˘Ï›-
Ô˘ 2000) ¶¿ÙÚ·, ∞¯·˚Τ˜ ∂ΉfiÛÂȘ, 281-293.
Baker, C. (2001) (∂ÈÛ·ÁˆÁ‹, ÂÈ̤ÏÂÈ·, ª. ¢·Ì·Ó¿Î˘. ªÙÊÚ. ∞. ∞ÏÂÍ·Ó‰ÚÔÔ‡ÏÔ˘) ∂ÈÛ·-
ÁˆÁ‹ ÛÙË ¢ÈÁψÛÛ›· Î·È ÙË ¢›ÁψÛÛË ∂Î·›‰Â˘ÛË. ∞ı‹Ó·, Gutenberg.
∑¿Áη, ∂. (2004) ∏ Û˘Ì‚ÔÏ‹ ÙˆÓ Ì·ıËÌ¿ÙˆÓ ÂȉÈÎfiÙËÙ·˜ ÛÙË ÁψÛÛÈ΋ ·ÁˆÁ‹: ∏ ‰È‰·Ûη-
Ï›· Ù˘ ¡¤·˜ ∂ÏÏËÓÈ΋˜ ˆ˜ ¢Â‡ÙÂÚ˘ °ÏÒÛÛ·˜ Ì ¤ÌÊ·ÛË ÛÙÔ ÂÚȯfiÌÂÓÔ ÙˆÓ ÁÓˆ-
ÛÙÈÎÒÓ ·ÓÙÈÎÂÈÌ¤ÓˆÓ ÙÔ˘ ∞Ó·Ï˘ÙÈÎÔ‡ ¶ÚÔÁÚ¿ÌÌ·ÙÔ˜. ∞‰ËÌÔÛ›Â˘ÙË ‰È‰·ÎÙÔÚÈ΋ ‰È·-
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