The presence of foreign language learners in the modern school makes it multilingual and multicultural by definition and at the same time demands their equal participation in the learning process through individualised and/or differentiated teaching. Based on a work plan, e.g. "going to the market", whose main objective is the verbal and non-verbal expression of students in different communication situations, the aim is to design, in brief, an indicative scenario that uses a) the communicative approach, b) learning strategies, in order to introduce students to communication situations they will encounter in the market.
Table of Contents
Topic 1: The presence of foreign language learners in the modern school makes it multilingual and multicultural by definition and at the same time demands their equal participation in the learning process through individualised and/or differentiated teaching.
Teaching Scenario: Let’s go to the Market for shopping
Brief presentation of the scenario:
Duration:
Objectives:
Listening comprehension
Written composition
Use of the spoken language
Use of the written language
Content of the teaching and learning intervention:
Running the teaching and learning intervention
Written Comprehension
A) Familiarising students with basic vocabulary and grammatical structures
B) Understanding of basic functional grammatical structures
Creation of written language
Oral Comprehension
Learning/communication strategies
Use of the oral language
Analysis/Correction of Errors
Evaluation
Research Objectives and Core Themes
This work aims to design an inclusive and effective teaching scenario for a multilingual and multicultural primary school environment. The central research objective is to foster the equal participation of foreign language learners through individualised, communicative, and technology-enhanced didactic interventions that simulate real-world language situations.
- Implementation of the communicative approach in language teaching.
- Integration of Information and Communication Technologies (ICT) for vocabulary and syntax acquisition.
- Use of role-playing and experiential learning to simulate market transactions.
- Development of listening, speaking, reading, and writing skills in Greek as a foreign language.
- Application of formative assessment through the creation of student portfolios and diagnostic testing.
Excerpt from the Book
Running the teaching and learning intervention
The initial aim is to find out whether the foreign language learners already have some basic knowledge about topics such as: "buying everyday basic products/food", even if the students have difficulties in using Greek in their everyday communication. This can be achieved by searching the Internet for images of different markets around the world and photos of the food/product market to introduce the cultural element from the beginning. Then by asking students to describe what they see in all these pictures with basic vocabulary of simple words used in the market environment and by repeating these words when using spoken language, students will begin to assimilate this basic vocabulary. We can even borrow to explain the meaning of some words or phrases and words that foreign language learners may be familiar with because they may come from their native language like words: "bazaar or phrases such as: 'I go to the bazaar' etc.
At the Center for Intercultural and Migration Studies (CIMS) of the University of Crete (“Center for Intercultural and Migration Studies (CIMS) of the University of Crete”, (n.d.)) and in particular at the websites www.uoc.gr/diaspora and www.ediamme.edc.uoc.gr there is educational material such as teaching manuals, teacher's manuals and software for the teaching of the Greek language. In particular there are in the educational series: “PRAGMATA AND GRAMMATA” electronic books (e-books) containing activities for consolidating vocabulary, morphology, syntax, verbal operations and socio-cultural elements. There is also educational software such as "I speak and write Greek" in CD ROM format, which aims to create an attractive educational environment to achieve the objectives of the language course.
Summary of Chapters
Topic 1: The presence of foreign language learners in the modern school makes it multilingual and multicultural by definition and at the same time demands their equal participation in the learning process through individualised and/or differentiated teaching.: This introductory section outlines the necessity of differentiated instruction to support foreign language learners in a modern, multicultural classroom setting through a designed market-based teaching scenario.
Teaching Scenario: Let’s go to the Market for shopping: This section details the pedagogical foundations, including communicative approaches and technology integration, to prepare students for everyday interactions like shopping.
Brief presentation of the scenario: Provides an overview of the target group and the prerequisites for students to succeed in the designed Greek language market scenario.
Duration: Specifies the proposed length of eight teaching hours for the intervention, stressing its flexibility based on student needs.
Objectives: Outlines the learner outcomes regarding listening, written composition, and the mastery of basic grammatical structures and vocabulary.
Content of the teaching and learning intervention: Describes the focus on market-based transactions and the necessity to tailor materials to student age and individual learning styles.
Running the teaching and learning intervention: Explains the practical application of diagnostic activities and the use of digital educational resources to foster initial vocabulary and cultural engagement.
Written Comprehension: Explores strategies for improving students' ability to handle written texts, including the use of dictionaries and experiential story-based learning.
Creation of written language: Focuses on the transition from reading to producing simple written texts and sentences using future and subjunctive tenses.
Oral Comprehension: Emphasizes the role of correct articulation, syntax, and communication strategies in conversational scenarios.
Learning/communication strategies: Discusses the importance of predicting text content and repeated simulation to build discourse confidence and cultural awareness.
Use of the oral language: Introduces role-playing techniques as a method to simulate everyday interaction between customers and salespeople.
Analysis/Correction of Errors: Describes the methodology for assessing student progress by analyzing language interference from their mother tongue.
Evaluation: Concludes the didactic process by defining assessment as an ongoing cycle of formative observation and diagnostic testing.
Keywords
Intercultural Education, Foreign Language Learners, Communicative Approach, Greek Language, ICT, Teaching Scenario, Primary Education, Differentiation, Vocabulary Acquisition, Role-playing, Language Teaching, Migration, Educational Software, Syntax, Formative Assessment
Frequently Asked Questions
What is the core focus of this educational guide?
The work focuses on integrating foreign language learners into the modern, multicultural classroom through tailored, student-centered teaching models and practical scenarios.
What are the primary themes covered in the text?
Central themes include the communicative language approach, the application of ICT in education, student-centered error analysis, and the use of simulation techniques like role-playing.
What is the main objective of the proposed teaching scenario?
The objective is to enable students with basic knowledge of Greek to effectively communicate in everyday situations, specifically within market-based environments.
Which scientific or pedagogical methods are employed?
The work utilizes the communicative approach, student-centered instruction, error correction based on native language interference, and formative assessment methods.
How is the main body of the work structured?
The main body moves from theoretical background and learning objectives to practical scenario design, implementation of digital tools, and final evaluation strategies.
Which keywords characterize this research?
Key terms include Intercultural Education, Communicative Approach, ICT, Language Teaching, and Differentiation.
How does the author specifically suggest using ICT?
The author suggests using digital dictionaries, e-books, and educational series like "Pragmata and Grammata" to reinforce vocabulary, grammar, and syntax.
Why is the "role-playing" technique recommended for students?
Role-playing is recommended to create safe, simulated environments where students can practice articulation, intonation, and usage of language in real-life contexts.
What role does the student's mother tongue play in this method?
The mother tongue is used as a reference point for analyzing errors and can be a bridge for understanding new vocabulary through diagrammatic representations.
- Arbeit zitieren
- Serafeim Triantafyllou (Autor:in), 2018, Intercultural Education: Teaching Models & Practices for Integration and Learning (migrants, refugees, foreigners), München, GRIN Verlag, https://www.grin.com/document/1513040
