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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
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. BIBLIOGRAPHY
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 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, Langue, Langues
en Europe, Athens 2001 Rigas A., Education
of Ethnic Minorities: Unity and Diversity, 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,
Walterova E.,
Consideration of a Concept of Intercaltural Education in 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 HOW
TO SURVIVE IN A FOREIGN COUNTRY (beginners) General
educational objective The student must be able to function
effectively as far as language is concerned in situations of everyday life and
cope with the needs of everyday life as well. Τhe students must show that they can engage successfully in communicative activities. So using formal or informal language will depend on the communicative situation. If needed the student must use humor, sentimental or allusive speech. Students have to produce oral or written
discourse relevant to various subjects expressing opinions and developing
arguments about a subject. Special
educational objectives Understanding of oral speech
Understanding
of written texts
Production of written text
Production of oral speech
Communicative
objectives ·
The main communicative objective is the ability
of the student to cope with the situations one has to face in everyday life Social contacts
Ability to develop and maintain social
contacts
Acts of speech
Ability to form questions
Problems of communication
Ability to clarify and ask for
clarification Situations of communication
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 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 will demand the active participation of the student who will have to acquire knowledge linguistic, social and cultural at the same time and be able to use it in real life. FURTHER
INFORMATION The information that can be given to the students regards internet addresses, where they can find information for the main
integration problems and the services that exist in the country especially for
immigrants. EVALUTION The aim is to assess how the student uses language in socially meaningful ways rather than what they know about the language. The student’s aim is not to talk about the target language nor to analyse it, but to talk and write the language and function as mediator transferring messages from their own language to the target language. At the same time the teacher can evaluate himself/herself and his/her methodology by the students’ acquired ability to cope effectively with their tasks. STUDENT’S EVALUATION
APPLICATION OF
THE ABOVE PLAN FOR THE TEACHING OF THE UNIT ‘WORK’ FUNCTIONS Special
educational objectives Understanding of oral speech
Proposed
tasks 1. Acquaintance with the basic vocabulary relating to all the main sectors of private and public life 2. Selection of public announcements and posing of questions asking information enabling thus the student to cope with every simple everyday task Understanding
of written speech
Proposed
tasks 1.
Selection of written documents of everyday life
and acquaintance with their structure and vocabulary so as the student to be
able to function independently as far as everyday needs are concerned Production of written speech
Proposed
tasks 1. Exercise
of filling in application forms, numbers, addresses etc Production of oral speech
Proposed
tasks 1. The student must be asked to participate in dialogues asking and answering to questions 2. The student must be asked to intervene without interrupting his/her interlocutors
using formal or informal language depending on the communicative situation Communicative
objectives Social contacts
·
Ability to ask for information about persons
and things, time, direction, way, cost etc. Acts of speech · At this stage the student must become familiar with the construction of simple questions, which will enable him/her to ask for help, permission, advice etc. Problems of communication
· Ability to ask for clarification or just maintain a dialogue in order to receive the information needed. Situations of communication
1. Public services
· Ability to ask the civil servants for basic information. · Ability to answer questions concerning elements of his personal identity. · Ability to fill in application forms or other documents. · Ability to sign.
· With public means of transport: Ability to ask for information about transportation (means, duration of the journey, cost, prices)
Ability to rent a car and cope with situations that might result (accident) Ability to travel without having or causing problems.
7. Health/ Medicare
Hospitals
Pharmacies
8. Purchase of consumer goods
9. Social contacts
10. Personal life
· Ability to describe his/her familial situation 11. Professional life
12. Entertainment/ Free time
· Ability to look for the preferable kind of entertainment in magazines, newspapers, etc · Ability to ask for information relevant to the desired entertainment, book a place etc Proposed tasks The fact that the above areas refer to everyday life oblige the teacher to use real and up to date material trying to familiarize the student with every single one of the above situations and thus further enable him/her to cope with every day’s situations. 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 efficient coping with another country’s
reality
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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: |
