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

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. 

BIPLIOGRAPHY

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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 Each’s Person’s 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

WORK (Intermediate level)

General educational objectives

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.

Special educational objectives

    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

1. Ability to connect sentences and exchange ideas, express certainty, ability,

  possibility, obligation etc, express positive or negative feelings, ask

  and     give     advise,     permission, help, describe experiences and facts,

  dreams, hopes and ambitions, explain and justify opinions and plans

    2. Ability to handle a conversation and overcome problems of communication

Communicational objectives

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

1.      Greetings

·        Ability to address to inferiors, superiors, co workers etc.

·        Ability to introduce oneself

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 to 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 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.

Further Information

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.

Evaluation

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.

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. 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

Proposed tasks:

1. Selection of an article of a newspaper referring to job in general or to a problem relating to job in particular and analysis of this text
2. Insistence on the arguments of the above text and attempt to make the student familiar with the relevant vocabulary and the current problems
3. We invite the student to select from a list of advertisements about jobs a job that he/she thinks that best suits to his/her interests, experience and qualifications
4. Formal letter applying for a job from an advertisement in the newspaper or elsewhere

Production of written speech

Proposed tasks:

1.      Writing a cv for the selected job

2.      Writing of a letter of interest for the selected job

Production of oral speech

Proposed tasks:

1. At this stage there must take place a vocabulary enhancement relating to the topics of the specific objective
2. We can ask two or more students to form a board, which will interview the candidate and then decide whether he/she will be selected or not.

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

Communicational objectives

Linguistics functions

Social contacts

Sociolinguistic objectives

Through the 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: 

 eu-project@gmx.com

Latest update of this page: 2005-07-15 

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