Building a Global Learning Network for Greek as a Second/Foreign Language

Transcript

1 Building a Global Learning Network for Greek as a Second/Foreign Language Vasilia Kourtis-Kazoullis University of the Aegean Giannis Spantidakis and Aspa Chatzidaki University of Crete

2 Greece-Population: 10,815,197

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4 The Center for Intercultural and Migration Studies (E.DIA.M.ME.) Affiliated with the Department of Primary Education, University of Crete - Established 1996 Purpose: To investigate and pursue educational issues among Greeks in the Diaspora and immigrant students in Greece To provide pre- and in-service training to teachers of Greek as a Second/Foreign language both in Greece and abroad To produce educational material (in printed and digital form) for the teaching of the Greek language, history and culture in the Diaspora

5 Greek-language Intercultural Education in the Diaspora Pedia Omogenon programme Dozens of textbooks and software were produced for students age 6-18, levels A1 to C : Greek-language Intercultural Education in the Diaspora (EU-funded) Emphasis on on-line learning of Greek and learning networks

6 Electronic Language Learning Environment (ELLE) An electronic language learning environment was created for the purposes of Greek language learning and culture for students (K-12). It is used by students of Greek-origin (but not exclusively) who attend various forms of Greeklanguage education worldwide. It combines language learning with language use

7 Theoretical Basis This web-based environment is based on a combination of pedagogical orientations (Skourtou, Kourtis-Kazoullis and Cummins 2006) socio-cognitive (Spantidakis 2012) social constructivist and transformative (Cummins, Brown and Sayers 2007)

8 Theoretical Basis Framework for Academic Language Learning (Cummins, Brown and Sayers 2008:215, adapted from Cummins 2001:25) Combined Dynamic Model of Language Learning (CDMLL) (Spantidakis 2013)

9 THE DEVELOPMENT OF ACADEMIC EXPERTISE Interaction within the Learning Community Maximum Cognitive Engagement Maximum Identity Investment Focus on Use Focus on Meaning Making input comprehensible Developing critical literacy Focus on Language Awareness of language forms and uses Critical analysis of language forms and uses Using language to: Generate new knowledge Create literature and art Act on social realities (Cummins, Brown and Sayers 2008 adapted from Cummins 2001)

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11 Teachers and Students: (i) can take part in interactive and multimodal learning tasks. (ii) become part of a community of learning through global learning networks The Environment

12 Step 1: Users choose language level

13 Step 2: Users choose Communities of Learning between other options

14 Communities of Learning Sister classes

15 3 Sister class models 1. Class in the Diaspora - Class in the Diaspora 2. Class in the Diaspora - Class in Greece 3. Class in the Diaspora - Class in the Diaspora Class in Greece

16 Criteria Age (10-18) Language level (A2-B2, CEFR) Interests Type of school (complementary/community after hour schools, private or state-funded institutions offering Greek as part of their curriculum, etc.) Country (Northern or Southern Hemisphere)

17 Sister classes classes in 11 cities (6 countries) - Australia, U.S.A., Canada, U.K., S. Africa, Germany, Greece today 20 classes in 16 cities (10 countries) - Australia, U.S.A., Canada, S. Africa, U.K., Turkey, Greece, Germany, Ukraine, Russia, Argentina (still in progress)

18 Process (1/2) 2. First communication between teachers with the help of the mentor (asynchronous and synchronous) 1. Finding the sister class 3. Language use: first student activity: my profile - Friendship - Identity (similarities and differences) * Language learning: support from environment 4. Synchronous communication presenting my profile to other class/students

19 Process (2/2) 5. Communication to design new activity depending on common interests, curriculum, etc. - Mentor provides ideas and assists in the design 6. Working together asynchronously / synchronously 7. Presenting results synchronously - Presentation - Discussion 8. Reflection

20 Feedback from Teachers and Students (1/2) [1] Students demonstrated increased motivation to use Greek to communicate synchronously and asynchronously with other students their age in other countries or in Greece and to participate in collaborative activities that involved creativity and identity engagement

21 Feedback from Teachers and Students (2/2) [2] Collaborative activities gave students the opportunity to research, explore, compare and share their own identity with others. [3] Bilingual students were encouraged to take pride in their own identity and languages by taking part in various activities and sharing their projects with other bilingual students or Greek-language learners in other countries.

22 Examples

23 Synchronous communication is a source of excitement (1/6)

24 Synchronous communication motivates students to prepare their work for an audience (2/6)

25 Students feel that they are part of a community of learning (3/6)

26 Collaborative activities dealing with identity give a sense of pride (4/6)

27 Collaborative activities encourage students to become researchers (5/6)

28 Collaborative activities allow students to research history critically by interviewing people in their community (6/6)

29 Benefits for students (1/2) Motivation to learn Greek Sense of community in the learning of Greek Knowledge that would not be acquired in the traditional lesson Communicative and collaborative skills Identity investment

30 Benefits for students (2/2) Renewed interest in language learning Authentic audience Ss are teachers and learners Partners in learning Friendship Multimodality

31 On-line interview of teachers Feedback Questionnaires from teachers and students Reflection texts from teachers Interview Questionnaires Reflection

32 Questionnaire Τι Το σου να μιλάς άρεσε με από μαθητές τις επικοινωνίες σε άλλες χώρες που είχες σε βοήθησε με την άλλη περισσότερο τάξη; να εξασκήσεις τα Ελληνικά; Μου άρεσε γιατί έμαθα πράγματα για μια νέα ποληα Yes it helped because we don't talk greek with other people our age. Που μπορέσαμε να ανταλλάξουμε γνώμες για διάφορα θέματα yes because we got the chance to talk with people our own age learning about their region and how they learned Greek Σαφώς,αφού έπρεπε να προσέχουμε τη γλώσσα μας έτσι ώστε να μας καταλαβαίνουν τα αλλα παιδιά αλλα και για να τους βοηθήσουμε να την μάθουν και σωστά!! We got to know each other Μου άρεσε και εντυπωσιάστηκα από τον χαρακτήρα του κάθε μαθητή και από την διάθεση τους καταλαβα οτι ακομα και οι νεοι στις αλλες χωρες εχουν τις ιδιες ανησυχιες με εμάς Οτι κανουν Ελληνικά Μου άρεσε πολύ που γνωριστήκαμε μεταξύ μας, μάθαμε τα ήθη και τα έθιμα των άλλων χωρών και γενικά ήταν μια υπέροχη και ξεχωριστή εμπειρία. Μου άρεσε που μάθαμε για μια μακρινή πόλη και επειδή γνωρίσαμε παιδιά από την πόλη αυτή

33 Το να μιλάς με μαθητές σε άλλες χώρες σε βοήθησε περισσότερο να εξασκήσεις τα Ελληνικά; Yes it helped because we don't talk Greek with other people our age. yes because we got the chance to talk with people our own age Σαφώς,αφού έπρεπε να προσέχουμε τη γλώσσα μας έτσι ώστε να μας καταλαβαίνουν τα αλλα παιδιά αλλα και για να τους βοηθήσουμε να την μάθουν και σωστά!!

34 Έμαθα ότι έμαθαν ελληνικά The projects were interesting and the songs they wrote. their Greek, their enthusiasm and commitment How much we had in common with the students in Greece

35 The program increased motivation even in students who did not participate actively in the lesson. Because they knew that they would present their projects to students in the sister class on a certain day, even those who usually need more time were ready on time. Also, I noticed a change in the attitude of the parents. On the day of the presentation the mother of a student that was absent called to inform me. She had never done that before [transl].

36 Thank you! Vasilia, Yannis and Aspa