This research presents a didactic unit based on a set of didactic principles revolving around the linguistic and cultural interrelation mainly between two languages: English as a Foreign Language and Ancient Greek. For such teaching performance, a methodology fully inspired by an eclectic approach is explored, which is composed by
principles taken both from traditional linguistic methods and from current innovative approaches.
Therefore, this study considers the English subject as a tool which has to incorporate a series of interdisciplinary objectives, competences and contents associated to other subjects. Ultimately, this is the method whereby feasible adaptation could be managed for any kind of contents, competences and objectives, as well as for any kind of subjects, classrooms or factors, either internal or external ones. Consequently, meaningful learning successfully occurs, through which students are capable of acquiring both individual and collective competences, becoming thus truly valuable for their professional and personal development.
Table of Contents
1. INTRODUCTION AND TOPIC DESCRIPTION
1.1 Research nature
1.2 Background
1.3 Objectives
1.3.1 Interdisciplinarity
1.3.2 Interculturality
1.3.3 Intercomprehension
1.4 Relevance
1.5 Hypotheses
1.6 Operational definitions
1.6.1 Deductive and inductive learning
1.6.2 Deep and surface learning
1.6.3 Intercomprehension
1.6.4 Interculturality
1.6.5 Interdisciplinarity
1.6.6 Positive vs. negative transfer or interference
2. LITERATURE REVIEW
2.1 Legislative documents
2.2 Theoretical references
2.3 Didactic models and resources
2.4 Intercomprehension
2.5 Interculturality
2.6 Communicative skills
2.6.1 Oral register (listening and speaking)
2.6.2 Written register (reading and writing)
2.7 Vocabulary teaching
2.8 Complementary materials for the research development
3. DESIGN AND METHODOLOGY
3.1 Audiolingual method
3.2 Content and Language Integrated Learning (CLIL)
3.3 Grammar-Translation
3.4 Task-based approach
4. DIDACTIC UNIT
4.1 Title: It’s all Greek to me!
4.2 Justification
4.3 Contextualisation
4.4 Temporalization
4.5 Didactive Objectives (DO)
4.6 Contents
4.7 Key competences (KC)
4.8 Cross-curricular issues (CCII)
4.9 Interdisciplinarity
4.10 Evaluation criteria (EC)
4.11 Assessable learning standards (ALS)
4.12 Evaluation tools
4.13 Marking criteria
4.14 Attention to diversity
4.15 Materials
4.16 Lesson plan: step-by-step
5. DATA / MATERIAL ANALYSIS
6. CONCLUSIONS
6.1 Result presentation
6.2 Implications
6.3 Suggestions and recommendations
Objectives and Topics
This research aims to demonstrate how English can be taught as an interdisciplinary and communicative tool by integrating linguistic and cultural elements, specifically drawing connections from Ancient Greek. The study explores an eclectic methodological approach to facilitate meaningful learning and enhance students' competences across various educational subjects.
- Integration of English with classical language influences (etymology, mythology).
- Application of the CLIL (Content and Language Integrated Learning) methodology.
- Development of linguistic, sociocultural, and critical thinking competences.
- Implementation of practical didactic units for secondary education students.
- Promotion of intercomprehension and intercultural awareness.
Auszug aus dem Buch
1.1 Research nature
This research has been carried out by paying attention to different key aspects cited in Seliger & Shohamy (1989). It is significant to observe that the selection of an approach in one concrete aspect absolutely determine the selection of the following ones. In any case, in our attempt to avoid extreme positions, we have finally assumed that middle term must be the best option to cover all the following points in the most effective manner. As a consequence, elements from one field and another will be employed harmoniously. However, some priorities taken from one method or another have been also established, in most cases being due to the presence of determining factors such as lack of time and page restrictions.
First of all, as far as the general framework is concerned, it can be defined as mostly theoretical. This is to say, the nature of this research will be mainly based on the theoretical compilation of relevant written materials. Nevertheless, this does not mean that applied approaches will be left out, since it is undeniable that data to be analyzed must be determined and limited by the lesson plan itself, especially in terms of classroom group and level. In our case, attention will be focused on first year of Non-Compulsory Secondary Education (NCSE hereafter), whose level revolves around A2 - B1 according to the Common European Framework of Reference for Languages (CEFRL hereafter).
Summary of Chapters
1. INTRODUCTION AND TOPIC DESCRIPTION: This chapter establishes the nature of the research, the background of the author, core objectives focusing on interdisciplinarity and interculturality, and provides necessary operational definitions for key concepts used throughout the study.
2. LITERATURE REVIEW: This section reviews relevant legislative documents, theoretical references, and existing didactic models, providing a foundation for the integration of classical influences in English language teaching.
3. DESIGN AND METHODOLOGY: This chapter outlines the eclectic methodological framework adopted, specifically discussing the Audiolingual method, CLIL, Grammar-Translation, and the Task-based approach.
4. DIDACTIC UNIT: This practical section details the design of a didactic unit titled "It’s all Greek to me!", including objectives, contents, temporalization, and a comprehensive step-by-step lesson plan.
5. DATA / MATERIAL ANALYSIS: This chapter presents the analysis of the materials and classroom experiences gathered during the author’s internships, evaluating the practical application of the proposed didactic unit.
6. CONCLUSIONS: The final chapter summarizes the results of the research, discusses the implications of the study for interdisciplinary education, and offers suggestions for future investigations.
Keywords
CLIL, English, Greek, intercomprehension, interculturality, interdisciplinarity, language acquisition, didactic unit, linguistics, morphology, secondary education, communicative competence, etymology, mythology.
Frequently Asked Questions
What is the primary focus of this research?
The research focuses on using English as a tool for interdisciplinary and intercultural learning, specifically by integrating linguistic and cultural elements from Ancient Greek to facilitate better language acquisition.
What are the central themes of the work?
The core themes include the use of CLIL (Content and Language Integrated Learning), the relevance of classical languages in modern education, and the development of communicative, linguistic, and sociocultural awareness.
What is the main goal of the didactic unit?
The goal is to prove that English can be taught as a versatile subject that incorporates interdisciplinary objectives, effectively connecting language learning with classical culture and students' personal development.
Which scientific methods are utilized?
The research employs an eclectic methodological approach, combining theoretical compilation of secondary sources with practical classroom analysis and task-based learning.
What does the main body cover?
The main body covers the theoretical framework, a literature review of legislative and educational documents, the design and methodology of the teaching approach, and the practical application through a detailed didactic unit.
Which keywords characterize this work?
Key terms include CLIL, intercomprehension, interculturality, interdisciplinarity, linguistic awareness, and Greek influence on English.
How does the author define the "Language Triptych"?
The "Language Triptych" in the context of CLIL refers to three perspectives: language of learning, language for learning, and language through learning, which collectively support the cognitive and linguistic processes in a dual-focused approach.
Why is the "It’s all Greek to me!" idiom central to the didactic unit?
This idiom serves as an engaging entry point that allows the teacher to bridge the gap between English and the student's L1, while simultaneously introducing the cultural influence of Greek in a way that is relevant to the curriculum.
- Citation du texte
- Rafael Damas Quiles (Auteur), 2016, It's Greek to Me. Teaching Ancient Greek Language and Culture in the English Classroom, Munich, GRIN Verlag, https://www.grin.com/document/416099
