In book: Board Games in the CLIL ClassroomPublisher: De Gruyter
Games are considered a vital component of the EFL classroom for many reasons: They are motivating... more Games are considered a vital component of the EFL classroom for many reasons: They are motivating and fun, and they can enhance cooperation and creativity (Hadfield 1990, in Deesri 2002). They follow some rules, have a goal and promote a positive competition among EFL learners. Additionally, they support many language skills and strategies and practice vocabulary and grammar (Karasimos 2020). Apart from teaching and learning practices, games can also be used as a form of alternative assessment which provides the teacher with useful information about the learners which can be transformed into constructive feedback (Griva and Kofou 2017). Playing board games teaches young and adult students how to strategize, consider alternatives, cooperate and think flexibly, which are crucial components in language learning. Specifically, board games create a constructivist classroom environment where students and their learning are central; they also allow the growth of creativity, independence and higher order thinking, and reinforce learning through many of Gardner’s multiple intelligences. In this context, a story-telling board game ‘Once upon a time’ was applied to 1st graders of a Senior High School of Thessaloniki, Greece, related to the Curriculum but also used as an alternative form of assessment. ‘Once Upon A Time’ is a game in which the players create a story together, using cards that show typical elements from fairy tales. One player is the storyteller who creates a story using the ingredients on their cards; they try to guide the plot towards their own ending. To that end, authentic material, i.e. a video and a reading text were used to introduce the learners to the rules of the game, and two closed-ended activities were prepared on the e-me educational platform regarding the rules and the vocabulary used in the game cards. After playing the game in groups with bent rules, the learners filled out a Google form questionnaire as an alternative form of assessment. The results reveal high understanding of the rules and the vocabulary, successful relaying of the message, and high appearance of soft skills together with motivation and fun, according to the CLIL theory (Banegas 2012; Calviño 2012; Crandall 1992; 1994).
Project: p06 Assignment: Write a Java program that will print the first 100 prime numbers. Ten pr... more Project: p06 Assignment: Write a Java program that will print the first 100 prime numbers. Ten prime numbers are printed on a line and each prime number is right justified in a field of five spaces as shown below. A new line is printed after the last prime number. Program Files: Project p06 consists of file p06.java.
The implementation of experimental and creative practices and teaching methods in education, and ... more The implementation of experimental and creative practices and teaching methods in education, and in Foreign Language Teaching (FLT) in particular, is rendered significant due to the changes made in Curricula, the decisions taken by the Council of Europe, the emergence of the need for language learning and the development of multilingualism and multi-literacy, and finally, in the case of Greece, the decisions taken by the Ministry of Education (Law 3966) for the Model and Experimental Schools. In this context, Content and Language Integrated Learning (CLIL) was implemented at the 2nd Experimental Senior High School of Thessaloniki by the teachers of English, Chemistry and Physics, in the units of chemical compounds and reactions for Chemistry and Newton's Laws for Physics during the school year 2015-2016. The summative assessment and the questionnaire, structured on the 4 Cs of CLIL, show that the language does not hinder the understanding of the content; on the contrary it devel...
Alternative assessment, including debates, diaries and learning logs, observations, peer-and self... more Alternative assessment, including debates, diaries and learning logs, observations, peer-and selfassessment, portfolios, projects and many others, has been established for a number of reasons: dissatisfaction with types of information gathered through traditional, objective testing techniques; dissatisfaction with teacher-made tests which may generate faulty results on students' progress; dissatisfaction with high-stakes/standardized tests; to ensure equity in educational opportunities and achieve educational excellence for all students. Alternative assessment, being less formal than traditional testing assessment procedures and recording information by anecdotal records, checklists, learner profiles, progress cards, questionnaires and rating scales, can easily be incorporated into the daily activities of the school or classroom and reflects student learning, achievement, motivation and attitudes on instructionally-relevant classroom activities. The portfolio, in particular, evaluates the process and product of learning and other language behaviors, evaluates and monitors instruction, and promotes autonomous and self-directed learning. It offers a continuous cumulative record of language development and an opportunity for collaborative assessment and goal-setting with students, removes the time constraint of formal testing and the stress associated with it, and offers the learner rich feedback. In the context described above, the European Language Portfolio (ELP) was experimentally implemented on 2nd graders of the 2nd Experimental Senior High School of Thessaloniki, Greece during the school year 2015-2016 as a teaching and assessment tool for writing. The research incorporated a checklist for writing with 'can do' statements and 'next goals' in accordance with the Common European Framework of References (C.E.F.R.), a Strategy Inventory for Language Learning (SILL) Likert-scale checklist, a self-evaluation checklist, peer-evaluation rating scales and a rating scale used by the teacher. The whole endeavor, practiced on three writings, resulted in student active involvement in the process of writing, greater responsibility and progress in the writing product.
The International Journal of Technologies in Learning, 2014
Information and communication technology has brought many changes in teaching and learning such a... more Information and communication technology has brought many changes in teaching and learning such as removal of obstacles set by time and place; learner autonomy; realistic communication environments; quick access to digital teaching material; individualized learning; and experiential acquisition of knowledge, motivation, feedback, and language skill improvement. At the same time, young people's attitudes, behaviors, and expectations are different, and include freedom to express their views; customization and personalization; integrity and openness in their interactions; entertainment integrated into learning; collaboration; and innovation. In regards to modern digital tools, they are also changing the way learners interact with the rest of the world for the reason that learners have to be adaptable and analytic, and have the skills to use these tools in order to connect, cooperate, share information, and solve problems (Solomon & Schrum, 2007: 1). For this reason, schools should teach students how to use them in education. In this framework, the present research, conducted in a model experimental school in Thessaloniki, Greece, attempts to examine learners' expectations and familiarization with Web 2.0 tools; the contribution of Web 2.0 tools to learning and development of 21st century skills; the requirements of their integration into education; and learners' attitudes toward technology integration into school. The results show that the specific students are quite familiar with digital tools and positive to them being integrated in education since they believe that these tool will advance learning.
Proceedings of the 4th International Conference Education Across Borders Education in the 21st Century: Challenges and Perspectives, 2020
The modern multicultural and pluralistic panorama in education, especially with the migration flo... more The modern multicultural and pluralistic panorama in education, especially with the migration flows and the efforts made by all the EU Member-States to integrate migrants in their educational system, intensifies the need to foster inter/multicultural awareness and skills (Byram, 1997; Griva & Zorbas, 2017). Τhe language portfolio could offer students the opportunity to realise language diversity and the strong link between language(s) and culture(s), help them share their experiences and be acquainted with a variety of languages and traditions (Byram et al., 2009). Therefore, apart from assessing students’ language skills and strategies, language portfolios could and should aim at developing and assessing intercultural skills, multicultural awareness and intercultural strategies. Although some existing ELP models for adult learners encourage the owner to write reflectively on intercultural experiences, there are no ELP models for young learners and adolescents that have a specific focus on intercultural learning. The aim of this paper is to provide a guide to designing an intercultural portfolio which develops and assesses not only the students’ linguistic skills, but also their intercultural communication skills, and motivates students, both indigenous and immigrant ones, to think about cultural diversity, reflect on their multicultural/multilingual experiences and evaluate their communication strategies in pluralistic contexts.
The role of assessment in a learner-centred environment is considered to be significant for both ... more The role of assessment in a learner-centred environment is considered to be significant for both learners and teachers. Most of the time, however, it is used in traditional ways and ignores learners’ individual needs. Based on the results of a survey conducted in 2019, in which a questionnaire was administered to a hundred and twenty EFL teachers, the present study aims to investigate Greek EFL teachers’ responses to communicative testing techniques and their awareness of assessment methods and principles. The aforementioned survey revealed that the majority of EFL teachers in the Greek educational context use traditional tests to assess their students and, although they are aware of alternative assessment methods and the benefits they offer, they fail to employ them. Thus, a 106-item tool was created in order to help teachers design, develop, and critically evaluate tests, as well as reflect on their assessment techniques to promote the use of alternative assessment and supplement ...
CLIL (Content and Language Integrated Learning) is a contextualized learning approach (Kofou & Ph... more CLIL (Content and Language Integrated Learning) is a contextualized learning approach (Kofou & Philippides, 2017), which underpins communication and skill development, supports the teaching of a curriculum subject in a foreign language (Perez-Vidal, 2007), and develops learners' language skills and strategies, higher-order thinking skills and multiliteracies. Based on Coyle's (2002) framework of the four key principles of CLIL, the present study presents the implementation of History lessons in the English language in the 1st grade of the 2nd Model Senior High School of Thessaloniki during the school year 2020-2021, through the Webex platform. To that end, a padlet for the teaching material was created, and several digital tools were employed. Apart from the learners' excellent response to the activities, the results of the questionnaire administered to them reveal not only the development of cognitive and language skills, but also the enhancement of communication and collaboration, critical thinking and problem solving, creativity, motivation and digital literacy.
Η παγκοσμιοποίηση, η μετανάστευση και η κινητικότητα πληθυσμών για λόγους εκπαιδευτικούς, επαγγελ... more Η παγκοσμιοποίηση, η μετανάστευση και η κινητικότητα πληθυσμών για λόγους εκπαιδευτικούς, επαγγελματικούς και αναψυχής καθώς και η ευρεία χρήση της τεχνολογίας έχουν επιφέρει σημαντικές αλλαγές στον τρόπο επικοινωνίας και αλληλόδρασης χωρών και πολιτισμών. Στην Ευρώπη, ειδικότερα, καλούμαστε να διαχειριστούμε τις κοινωνικές και πολιτισμικές διαφορές και να αναπτύξουμε τη διαπολιτισμική ικανότητα που δεν αφορά μόνο στη γλωσσική επικοινωνία αλλά και στη διαπολιτισμική επικοινωνία. Λαμβάνοντας υπόψη ότι η εκπαίδευση έχει πρωταρχικό ρόλο στην ανάπτυξη της πολιτισμικής επίγνωσης και αποδοχής της ετερότητας, η παρούσα μελέτη στοχεύει στην ανάπτυξη της γλωσσικής και διαπολιτισμικής ικανότητας μαθητών της Δευτεροβάθμιας Εκπαίδευσης μέσω της εφαρμογής του πολιτισμικού portfolio ως μέσου καλλιέργειας της πολιτισμικής ποικιλομορφίας και ανάπτυξης της πολιτισμικής επίγνωσης, αξιοποιώντας αναγνωστικά κείμενα στην αγγλική γλώσσα. Συγκεκριμένα, η έρευνα πραγματοποιήθηκε το σχολικό έτος 2019-2020, στην Α΄ Λυκείου ιδιωτικού σχολείου στη Θεσσαλονίκη. Διερευνά το πολιτισμικό portfolio ως μέσο για την ανάπτυξη της διαπολιτισμικής ευαισθητοποίησης, την προώθηση στρατηγικών και δεξιοτήτων κατανόησης γραπτού λόγου και λεξιλογίου, αλλά και ως μέσο εναλλακτικής αξιολόγησης, αξιοποιώντας εργαλεία, όπως ερωτηματολόγια, λίστες ελέγχου και συζήτηση στην τάξη. Αν και η συγκεκριμένη έρευνα είναι μικρής κλίμακας, τα ευρήματα υποδηλώνουν ότι το πολιτισμικό portfolio είναι ένα αποτελεσματικό εργαλείο στην προώθηση της διαπολιτισμικότητας και κατανόησης του πολιτισμικού κεφαλαίου καθώς και στην ενίσχυση των στρατηγικών και των δεξιοτήτων κατανόησης γραπτού λόγου και λεξιλογίου και ένα βιώσιμο μέσο εναλλακτικής αξιολόγησης. Παράλληλα, η έρευνα αποτελεί το έναυσμα για περαιτέρω μελέτη σε διαπολιτισμικά εκπαιδευτικά περιβάλλοντα και επισημαίνει την αναγκαιότητα εμπλουτισμού των διδακτικών εγχειριδίων με διαπολιτισμικό μαθησιακό υλικό και δραστηριότητες. Λέξεις-κλειδιά: πολιτισμικό portfolio, διαπολιτισμική επίγνωση, στρατηγικές κατανόησης γραπτού λόγου και λεξιλογίου, εναλλακτική αξιολόγηση.
The implementation of experimental and creative practices and teaching methods in education, and ... more The implementation of experimental and creative practices and teaching methods in education, and in Foreign Language Teaching (FLT) in particular, is rendered significant due to the changes made in Curricula, the decisions taken by the Council of Europe, the emergence of the need for language learning and the development of multilingualism and multi-literacy, and finally, in the case of Greece, the decisions taken by the Ministry of Education (Law 3966) for the Model and Experimental Schools. In this context, Content and Language Integrated Learning (CLIL) was implemented at the 2nd Experimental Senior High School of Thessaloniki by the teachers of English, Chemistry and Physics, in the units of chemical compounds and reactions for Chemistry and Newton's Laws for Physics during the school year 2015-2016. The summative assessment and the questionnaire, structured on the 4 Cs of CLIL, show that the language does not hinder the understanding of the content; on the contrary it develops students' language skills.
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
In book: Board Games in the CLIL ClassroomPublisher: De Gruyter
Games are considered a vital component of the EFL classroom for many reasons: They are motivating... more Games are considered a vital component of the EFL classroom for many reasons: They are motivating and fun, and they can enhance cooperation and creativity (Hadfield 1990, in Deesri 2002). They follow some rules, have a goal and promote a positive competition among EFL learners. Additionally, they support many language skills and strategies and practice vocabulary and grammar (Karasimos 2020). Apart from teaching and learning practices, games can also be used as a form of alternative assessment which provides the teacher with useful information about the learners which can be transformed into constructive feedback (Griva and Kofou 2017). Playing board games teaches young and adult students how to strategize, consider alternatives, cooperate and think flexibly, which are crucial components in language learning. Specifically, board games create a constructivist classroom environment where students and their learning are central; they also allow the growth of creativity, independence and higher order thinking, and reinforce learning through many of Gardner’s multiple intelligences. In this context, a story-telling board game ‘Once upon a time’ was applied to 1st graders of a Senior High School of Thessaloniki, Greece, related to the Curriculum but also used as an alternative form of assessment. ‘Once Upon A Time’ is a game in which the players create a story together, using cards that show typical elements from fairy tales. One player is the storyteller who creates a story using the ingredients on their cards; they try to guide the plot towards their own ending. To that end, authentic material, i.e. a video and a reading text were used to introduce the learners to the rules of the game, and two closed-ended activities were prepared on the e-me educational platform regarding the rules and the vocabulary used in the game cards. After playing the game in groups with bent rules, the learners filled out a Google form questionnaire as an alternative form of assessment. The results reveal high understanding of the rules and the vocabulary, successful relaying of the message, and high appearance of soft skills together with motivation and fun, according to the CLIL theory (Banegas 2012; Calviño 2012; Crandall 1992; 1994).
Project: p06 Assignment: Write a Java program that will print the first 100 prime numbers. Ten pr... more Project: p06 Assignment: Write a Java program that will print the first 100 prime numbers. Ten prime numbers are printed on a line and each prime number is right justified in a field of five spaces as shown below. A new line is printed after the last prime number. Program Files: Project p06 consists of file p06.java.
The implementation of experimental and creative practices and teaching methods in education, and ... more The implementation of experimental and creative practices and teaching methods in education, and in Foreign Language Teaching (FLT) in particular, is rendered significant due to the changes made in Curricula, the decisions taken by the Council of Europe, the emergence of the need for language learning and the development of multilingualism and multi-literacy, and finally, in the case of Greece, the decisions taken by the Ministry of Education (Law 3966) for the Model and Experimental Schools. In this context, Content and Language Integrated Learning (CLIL) was implemented at the 2nd Experimental Senior High School of Thessaloniki by the teachers of English, Chemistry and Physics, in the units of chemical compounds and reactions for Chemistry and Newton's Laws for Physics during the school year 2015-2016. The summative assessment and the questionnaire, structured on the 4 Cs of CLIL, show that the language does not hinder the understanding of the content; on the contrary it devel...
Alternative assessment, including debates, diaries and learning logs, observations, peer-and self... more Alternative assessment, including debates, diaries and learning logs, observations, peer-and selfassessment, portfolios, projects and many others, has been established for a number of reasons: dissatisfaction with types of information gathered through traditional, objective testing techniques; dissatisfaction with teacher-made tests which may generate faulty results on students' progress; dissatisfaction with high-stakes/standardized tests; to ensure equity in educational opportunities and achieve educational excellence for all students. Alternative assessment, being less formal than traditional testing assessment procedures and recording information by anecdotal records, checklists, learner profiles, progress cards, questionnaires and rating scales, can easily be incorporated into the daily activities of the school or classroom and reflects student learning, achievement, motivation and attitudes on instructionally-relevant classroom activities. The portfolio, in particular, evaluates the process and product of learning and other language behaviors, evaluates and monitors instruction, and promotes autonomous and self-directed learning. It offers a continuous cumulative record of language development and an opportunity for collaborative assessment and goal-setting with students, removes the time constraint of formal testing and the stress associated with it, and offers the learner rich feedback. In the context described above, the European Language Portfolio (ELP) was experimentally implemented on 2nd graders of the 2nd Experimental Senior High School of Thessaloniki, Greece during the school year 2015-2016 as a teaching and assessment tool for writing. The research incorporated a checklist for writing with 'can do' statements and 'next goals' in accordance with the Common European Framework of References (C.E.F.R.), a Strategy Inventory for Language Learning (SILL) Likert-scale checklist, a self-evaluation checklist, peer-evaluation rating scales and a rating scale used by the teacher. The whole endeavor, practiced on three writings, resulted in student active involvement in the process of writing, greater responsibility and progress in the writing product.
The International Journal of Technologies in Learning, 2014
Information and communication technology has brought many changes in teaching and learning such a... more Information and communication technology has brought many changes in teaching and learning such as removal of obstacles set by time and place; learner autonomy; realistic communication environments; quick access to digital teaching material; individualized learning; and experiential acquisition of knowledge, motivation, feedback, and language skill improvement. At the same time, young people's attitudes, behaviors, and expectations are different, and include freedom to express their views; customization and personalization; integrity and openness in their interactions; entertainment integrated into learning; collaboration; and innovation. In regards to modern digital tools, they are also changing the way learners interact with the rest of the world for the reason that learners have to be adaptable and analytic, and have the skills to use these tools in order to connect, cooperate, share information, and solve problems (Solomon & Schrum, 2007: 1). For this reason, schools should teach students how to use them in education. In this framework, the present research, conducted in a model experimental school in Thessaloniki, Greece, attempts to examine learners' expectations and familiarization with Web 2.0 tools; the contribution of Web 2.0 tools to learning and development of 21st century skills; the requirements of their integration into education; and learners' attitudes toward technology integration into school. The results show that the specific students are quite familiar with digital tools and positive to them being integrated in education since they believe that these tool will advance learning.
Proceedings of the 4th International Conference Education Across Borders Education in the 21st Century: Challenges and Perspectives, 2020
The modern multicultural and pluralistic panorama in education, especially with the migration flo... more The modern multicultural and pluralistic panorama in education, especially with the migration flows and the efforts made by all the EU Member-States to integrate migrants in their educational system, intensifies the need to foster inter/multicultural awareness and skills (Byram, 1997; Griva & Zorbas, 2017). Τhe language portfolio could offer students the opportunity to realise language diversity and the strong link between language(s) and culture(s), help them share their experiences and be acquainted with a variety of languages and traditions (Byram et al., 2009). Therefore, apart from assessing students’ language skills and strategies, language portfolios could and should aim at developing and assessing intercultural skills, multicultural awareness and intercultural strategies. Although some existing ELP models for adult learners encourage the owner to write reflectively on intercultural experiences, there are no ELP models for young learners and adolescents that have a specific focus on intercultural learning. The aim of this paper is to provide a guide to designing an intercultural portfolio which develops and assesses not only the students’ linguistic skills, but also their intercultural communication skills, and motivates students, both indigenous and immigrant ones, to think about cultural diversity, reflect on their multicultural/multilingual experiences and evaluate their communication strategies in pluralistic contexts.
The role of assessment in a learner-centred environment is considered to be significant for both ... more The role of assessment in a learner-centred environment is considered to be significant for both learners and teachers. Most of the time, however, it is used in traditional ways and ignores learners’ individual needs. Based on the results of a survey conducted in 2019, in which a questionnaire was administered to a hundred and twenty EFL teachers, the present study aims to investigate Greek EFL teachers’ responses to communicative testing techniques and their awareness of assessment methods and principles. The aforementioned survey revealed that the majority of EFL teachers in the Greek educational context use traditional tests to assess their students and, although they are aware of alternative assessment methods and the benefits they offer, they fail to employ them. Thus, a 106-item tool was created in order to help teachers design, develop, and critically evaluate tests, as well as reflect on their assessment techniques to promote the use of alternative assessment and supplement ...
CLIL (Content and Language Integrated Learning) is a contextualized learning approach (Kofou & Ph... more CLIL (Content and Language Integrated Learning) is a contextualized learning approach (Kofou & Philippides, 2017), which underpins communication and skill development, supports the teaching of a curriculum subject in a foreign language (Perez-Vidal, 2007), and develops learners' language skills and strategies, higher-order thinking skills and multiliteracies. Based on Coyle's (2002) framework of the four key principles of CLIL, the present study presents the implementation of History lessons in the English language in the 1st grade of the 2nd Model Senior High School of Thessaloniki during the school year 2020-2021, through the Webex platform. To that end, a padlet for the teaching material was created, and several digital tools were employed. Apart from the learners' excellent response to the activities, the results of the questionnaire administered to them reveal not only the development of cognitive and language skills, but also the enhancement of communication and collaboration, critical thinking and problem solving, creativity, motivation and digital literacy.
Η παγκοσμιοποίηση, η μετανάστευση και η κινητικότητα πληθυσμών για λόγους εκπαιδευτικούς, επαγγελ... more Η παγκοσμιοποίηση, η μετανάστευση και η κινητικότητα πληθυσμών για λόγους εκπαιδευτικούς, επαγγελματικούς και αναψυχής καθώς και η ευρεία χρήση της τεχνολογίας έχουν επιφέρει σημαντικές αλλαγές στον τρόπο επικοινωνίας και αλληλόδρασης χωρών και πολιτισμών. Στην Ευρώπη, ειδικότερα, καλούμαστε να διαχειριστούμε τις κοινωνικές και πολιτισμικές διαφορές και να αναπτύξουμε τη διαπολιτισμική ικανότητα που δεν αφορά μόνο στη γλωσσική επικοινωνία αλλά και στη διαπολιτισμική επικοινωνία. Λαμβάνοντας υπόψη ότι η εκπαίδευση έχει πρωταρχικό ρόλο στην ανάπτυξη της πολιτισμικής επίγνωσης και αποδοχής της ετερότητας, η παρούσα μελέτη στοχεύει στην ανάπτυξη της γλωσσικής και διαπολιτισμικής ικανότητας μαθητών της Δευτεροβάθμιας Εκπαίδευσης μέσω της εφαρμογής του πολιτισμικού portfolio ως μέσου καλλιέργειας της πολιτισμικής ποικιλομορφίας και ανάπτυξης της πολιτισμικής επίγνωσης, αξιοποιώντας αναγνωστικά κείμενα στην αγγλική γλώσσα. Συγκεκριμένα, η έρευνα πραγματοποιήθηκε το σχολικό έτος 2019-2020, στην Α΄ Λυκείου ιδιωτικού σχολείου στη Θεσσαλονίκη. Διερευνά το πολιτισμικό portfolio ως μέσο για την ανάπτυξη της διαπολιτισμικής ευαισθητοποίησης, την προώθηση στρατηγικών και δεξιοτήτων κατανόησης γραπτού λόγου και λεξιλογίου, αλλά και ως μέσο εναλλακτικής αξιολόγησης, αξιοποιώντας εργαλεία, όπως ερωτηματολόγια, λίστες ελέγχου και συζήτηση στην τάξη. Αν και η συγκεκριμένη έρευνα είναι μικρής κλίμακας, τα ευρήματα υποδηλώνουν ότι το πολιτισμικό portfolio είναι ένα αποτελεσματικό εργαλείο στην προώθηση της διαπολιτισμικότητας και κατανόησης του πολιτισμικού κεφαλαίου καθώς και στην ενίσχυση των στρατηγικών και των δεξιοτήτων κατανόησης γραπτού λόγου και λεξιλογίου και ένα βιώσιμο μέσο εναλλακτικής αξιολόγησης. Παράλληλα, η έρευνα αποτελεί το έναυσμα για περαιτέρω μελέτη σε διαπολιτισμικά εκπαιδευτικά περιβάλλοντα και επισημαίνει την αναγκαιότητα εμπλουτισμού των διδακτικών εγχειριδίων με διαπολιτισμικό μαθησιακό υλικό και δραστηριότητες. Λέξεις-κλειδιά: πολιτισμικό portfolio, διαπολιτισμική επίγνωση, στρατηγικές κατανόησης γραπτού λόγου και λεξιλογίου, εναλλακτική αξιολόγηση.
The implementation of experimental and creative practices and teaching methods in education, and ... more The implementation of experimental and creative practices and teaching methods in education, and in Foreign Language Teaching (FLT) in particular, is rendered significant due to the changes made in Curricula, the decisions taken by the Council of Europe, the emergence of the need for language learning and the development of multilingualism and multi-literacy, and finally, in the case of Greece, the decisions taken by the Ministry of Education (Law 3966) for the Model and Experimental Schools. In this context, Content and Language Integrated Learning (CLIL) was implemented at the 2nd Experimental Senior High School of Thessaloniki by the teachers of English, Chemistry and Physics, in the units of chemical compounds and reactions for Chemistry and Newton's Laws for Physics during the school year 2015-2016. The summative assessment and the questionnaire, structured on the 4 Cs of CLIL, show that the language does not hinder the understanding of the content; on the contrary it develops students' language skills.
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Οι συγγραφείς αυτού του βιβλίου προσεγγίζουν τις στρατηγικές γλωσσικής κατάκτησης, τις στρατηγικέ... more Οι συγγραφείς αυτού του βιβλίου προσεγγίζουν τις στρατηγικές γλωσσικής κατάκτησης, τις στρατηγικές επικοινωνίας και διαπολιτισμικής επικοινωνίας και επισημαίνουν τη σημασία τους στη σύγχρονη εκπαιδευτική πράξη. Αρχικά, γίνεται προσπάθεια εννοιολογικής αποσαφήνισης και παρουσίασης της τυπολογίας των στρατηγικών γλωσσικής κατάκτησης και παρουσιάζονται με συστηματικό τρόπο οι στρατηγικές οι οποίες σχετίζονται με τις δεξιότητες κατανόησης και παραγωγικής γραπτού λόγου. Στη συνέχεια, γίνεται αναφορά σε θεωρίες και τυπολογίες στρατηγικών επικοινωνίας, δίνοντας σημαίνουσα βαρύτητα στις στρατηγικές διαπολιτισμικής επικοινωνίας στο σύγχρονο παγκοσμιοποιημένο περιβάλλον. Θίγονται ζητήματα εκπαιδευτικής διαχείρισης των στρατηγικών στα γλωσσικά μαθήματα και παρουσιάζονται διάφορα μοντέλα/πλαίσια διδασκαλίας και ενίσχυσης των στρατηγικών, καθώς και εναλλακτικές προσεγγίσεις αξιολόγησής τους. Οι στρατηγικές των τεσσάρων γλωσσικών δεξοτήτων συνοδεύεται από πειραματικές πρακτικές και από προτάσεις για εφαρμογές σε περιβάλλοντα διδασκαλίας της ελληνικής ή μιας δεύτερης/ξένης γλώσσας.
Οι συγγραφείς αυτού του βιβλίου προσεγγίζουν την έννοια της αξιολόγησης ως μια σύνθετη, ποιοτική ... more Οι συγγραφείς αυτού του βιβλίου προσεγγίζουν την έννοια της αξιολόγησης ως μια σύνθετη, ποιοτική και διαμορφωτική διαδικασία που παρέχει τη δυνατότητα συλλογής και ερμηνείας δεδομένων για τη διδασκαλία και τη μάθηση. Αναλύονται σε βάθος βασικές μέθοδοι περιγραφικής και εναλλακτικής αξιολόγησης, όπως portfolio, ημερολόγια, πρωτόκολλα προφορικής εξωτερίκευσης, project, κλίμακες διαβαθμισμένων κριτηρίων και κάρτες αναφοράς της προόδου του μαθητή. Η κάθε προτεινόμενη εναλλακτική μέθοδος αξιολόγησης συνοδεύεται από καλές πρακτικές και από πειραματικές εφαρμογές εκπαιδευτικών και ερευνητών, συνεπικουρούμενες από «αναστοχαστικά» αποσπάσματα, εμπειρίες, μαρτυρίες και απόψεις εκπαιδευτικών σε περιβάλλοντα διδασκαλίας της ελληνικής ή μιας δεύτερης/ξένης γλώσσας. Το βιβλίο φιλοδοξεί να αποτελέσει μια πηγή έμπνευσης και ενημέρωσης για ερευνητές, προπτυχιακούς/μεταπτυχιακούς φοιτητές και εκπαιδευτικούς της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης οι οποίοι θα μπορούσαν να ενσωματώσουν αυτές τις τεχνικές στην καθημερινότητα της τάξης των γλωσσικών μαθημάτων.
Οι συγγραφείς αυτού του βιβλίου προσεγγίζουν την έννοια της αξιολόγησης ως μια σύνθετη, ποιοτικ... more Οι συγγραφείς αυτού του βιβλίου προσεγγίζουν την έννοια της αξιολόγησης ως μια σύνθετη, ποιοτική και διαμορφωτική διαδικασία που παρέχει τη δυνατότητα συλλογής και ερμηνείας δεδομένων για τη διδασκαλία και τη μάθηση. Αναλύονται σε βάθος βασικές μέθοδοι περιγραφικής και εναλλακτικής αξιολόγησης, όπως portfolio, ημερολόγια, πρωτόκολλα προφορικής εξωτερίκευσης, project, κλίμακες διαβαθμισμένων κριτηρίων και κάρτες αναφοράς της προόδου του μαθητή. Η κάθε προτεινόμενη εναλλακτική μέθοδος αξιολόγησης συνοδεύεται από καλές πρακτικές και από πειραματικές εφαρμογές εκπαιδευτικών και ερευνητών, συνεπικουρούμενες από «αναστοχαστικά» αποσπάσματα, εμπειρίες, μαρτυρίες και απόψεις εκπαιδευτικών σε περιβάλλοντα διδασκαλίας της ελληνικής ή μιας δεύτερης/ξένης γλώσσας. Το βιβλίο φιλοδοξεί να αποτελέσει μια πηγή έμπνευσης και ενημέρωσης για ερευνητές, προπτυχιακούς/μεταπτυχιακούς φοιτητές και εκπαιδευτικούς της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης οι οποίοι θα μπορούσαν να ενσωματώσουν αυτές τις τεχνικές στην καθημερινότητα της τάξης των γλωσσικών μαθημάτων.
This book aims to present an accessible set of readings that provide ideas for the implementation... more This book aims to present an accessible set of readings that provide ideas for the implementation of alternative assessment methods into classroom contexts, since the authors’ intention is to give accounts of hands-on assessment practices in Greece, as well as to present some pieces of work of practitioners and researchers (pre- and post-graduate students). We believe that although standardized-oriented assessment of learning prevails in the Greek context, teachers are able to create appropriate alternative/authentic assessment practices in their own classrooms. We address the fundamentals of assessment issues in L1/L2/FL (first/second/foreign language) classroom settings. The emphasis is on describing the assessment practice, albeit founded on theory. For this purpose, the book offers a theoretical approach on issues related to alternative assessment, as well as a repertoire of tools, samples and methods to be incorporated into the daily classroom environment. The differences between formal assessment and alternative assessment are pointed out, some basic principles that underlie the use of authentic formative assessment are presented, the learner-centered nature of alternative assessment is highlighted, and some examples of alternative tools that have been implemented in the classroom are suggested. The book aspires to achieve: i) a (re)conceptualization of language assessment issues; ii) coherent and cohesive understanding of alternative assessment methods and tools, such as the portfolio, journal/diary, classroom observation, think aloud protocols, project-based assessment, descriptive assessment, report cards and rubrics; iii) a resource for practitioners, researchers and university students in this emerging field.
This book aims to present an accessible set of readings that provide ideas for the implementation... more This book aims to present an accessible set of readings that provide ideas for the implementation of alternative assessment methods into classroom contexts, since the authors’ intention is to give accounts of hands-on assessment practices in Greece, as well as to present some pieces of work of practitioners and researchers (pre- and post-graduate students). We believe that although standardized-oriented assessment of learning prevails in the Greek context, teachers are able to create appropriate alternative/authentic assessment practices in their own classrooms. We address the fundamentals of assessment issues in L1/L2/FL (first/second/foreign language) classroom settings. The emphasis is on describing the assessment practice, albeit founded on theory. For this purpose, the book offers a theoretical approach on issues related to alternative assessment, as well as a repertoire of tools, samples and methods to be incorporated into the daily classroom environment. The differences between formal assessment and alternative assessment are pointed out, some basic principles that underlie the use of authentic formative assessment are presented, the learner-centered nature of alternative assessment is highlighted, and some examples of alternative tools that have been implemented in the classroom are suggested. The book aspires to achieve: i) a (re)conceptualization of language assessment issues; ii) coherent and cohesive understanding of alternative assessment methods and tools, such as the portfolio, journal/diary, classroom observation, think aloud protocols, project-based assessment, descriptive assessment, report cards and rubrics; iii) a resource for practitioners, researchers and university students in this emerging field.
This is Volume One of Research Papers in Language Teaching (RPLT) Journal of Hellenic Open Univ... more This is Volume One of Research Papers in Language Teaching (RPLT) Journal of Hellenic Open University (HOU) which aims to bring to ‘dialogue’ different perspectives on research issues related to Content and Language Integrated Learning (CLIL) as an educational challenge. It addresses CLIL issues both at a national, and international level, and deals with concerns, which are relevant to educational policy makers, researchers, teachers, material developers.
Ελληνικό Ανοικτό Πανεπιστήμιο: Ο πρώτος τόμος της 8ης έκδοσης του επιστημονικού περιοδικού RPLTL αναφέρεται σε θέματα που απασχολούν τους εκπαιδευτικούς της ξένης γλώσσας αλλά και γενικής παιδείας αναφορικά με την συνδυαστική διδασκαλία ξένης γλώσσας και περιεχομένου, γνωστής ως CLIL. Μια προσέγγιση που κερδίζει συνεχώς έδαφος λόγω αποτελεσματικότητας .
This is Volume Two of Researh Papers in Language Teaching (RPLT) journal of Hellenic Open Unive... more This is Volume Two of Researh Papers in Language Teaching (RPLT) journal of Hellenic Open University (HOU)pecial issue on CLIL which includes two sections: Section One includes ten articles, contributed by practitioners who share their knowledge and experience gained from joint CLIL projects implemented in the classroom. Section Two “ Episodes in CLIL Arena” includes eight CLIL teacher reflections on their CLIL teaching experience.
Ελληνικό Ανοικτό Πανεπιστήμιο: Ο δεύτερος τόμος της 8ης έκδοσης του επιστημονικού περιοδικού RPLTL περιλαμβάνει εφαρμογές της συνδυαστικής διδασκαλίας ξένης γλώσσας και περιεχομένου (CLIL) καθώς επίσης και μαρτυρίες εκπαιδευτικών σχετικά με την CLIL εμπειρία τους στην σχολική τάξη.
he global age has raised the question of language as the primary medium of human social interacti... more he global age has raised the question of language as the primary medium of human social interaction and communication, and has rendered successful language learning vital for a wide range of language learners (immigrants, international students, individuals in occupations requiring advanced foreign language pro ciency, etc). Since all those learners are either little aware of their needs or have a view as to what their needs are, and relatively few teachers are ever provided with detailed background information on their students' aims in taking a second language course, no language teaching program should be designed without a needs analysis. e procedures associated with the analysis of needs o er a framework for the selection of language content according to the goals of particular learners, and therefore the possibility of creating tailor-made programs, rather than starting with a ready-made syllabus that does not of itself discriminate between di ering objectives. In this context, the present study examines the most in uential needs analysis models and instruments to detect learners' language and communication needs, and provides a N.A. Instrument (a questionnaire) based on Hymes' "SPEAKING" taxonomy, and tested for its validity and reliability.
THE INTERCULTURAL PORTFOLIO AS A TOOL FOR DEVELOPING/ASSESSING LEARNERS’ MULTILINGUAL AND MULTI/INTERCULTURAL SKILLS AND STRATEGIES, 2018
The modern multicultural and pluralistic panorama in education, especially with the migration flo... more The modern multicultural and pluralistic panorama in education, especially with the migration flows and the efforts made by all the EU Member-States to integrate migrants in their educational system, intensifies the need to foster inter/multicultural awareness and skills (Byram, 1997; Griva & Zorbas, 2017). Τhe language portfolio could offer students the opportunity to realise language diversity and the strong link between language(s) and culture(s), help them share their experiences and be acquainted with a variety of languages and traditions (Byram et al., 2009). Therefore, apart from assessing students' language skills and strategies, language portfolios could and should aim at developing and assessing intercultural skills, multicultural awareness and intercultural strategies. Although some existing ELP models for adult learners encourage the owner to write reflectively on intercultural experiences, there are no ELP models for young learners and adolescents that have a specific focus on intercultural learning. The aim of this paper is to provide a guide to designing an intercultural portfolio which develops and assesses not only the students' linguistic skills, but also their intercultural communication skills, and motivates students, both indigenous and immigrant ones, to think about cultural diversity, reflect on their multicultural/multilingual experiences and evaluate their communication strategies in pluralistic contexts.
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Papers by Ifigenia Kofou
interactions; entertainment integrated into learning; collaboration; and innovation. In regards to modern digital tools, they are also changing the way learners interact with the rest of the world for the reason that learners have to be adaptable and analytic, and have the skills to use these tools in order to connect, cooperate, share information, and solve problems
(Solomon & Schrum, 2007: 1). For this reason, schools should teach students how to use them in education. In this framework, the present research, conducted in a model experimental school in Thessaloniki, Greece, attempts to examine learners' expectations and familiarization with Web 2.0 tools; the contribution of Web 2.0 tools to learning and
development of 21st century skills; the requirements of their integration into education; and learners' attitudes toward technology integration into school. The results show that the specific students are quite familiar with digital tools and positive to them being integrated in education since they believe that these tool will advance learning.
interactions; entertainment integrated into learning; collaboration; and innovation. In regards to modern digital tools, they are also changing the way learners interact with the rest of the world for the reason that learners have to be adaptable and analytic, and have the skills to use these tools in order to connect, cooperate, share information, and solve problems
(Solomon & Schrum, 2007: 1). For this reason, schools should teach students how to use them in education. In this framework, the present research, conducted in a model experimental school in Thessaloniki, Greece, attempts to examine learners' expectations and familiarization with Web 2.0 tools; the contribution of Web 2.0 tools to learning and
development of 21st century skills; the requirements of their integration into education; and learners' attitudes toward technology integration into school. The results show that the specific students are quite familiar with digital tools and positive to them being integrated in education since they believe that these tool will advance learning.
Θίγονται ζητήματα εκπαιδευτικής διαχείρισης των στρατηγικών στα γλωσσικά μαθήματα και παρουσιάζονται διάφορα μοντέλα/πλαίσια διδασκαλίας και ενίσχυσης των στρατηγικών, καθώς και εναλλακτικές προσεγγίσεις αξιολόγησής τους. Οι στρατηγικές των τεσσάρων γλωσσικών δεξοτήτων συνοδεύεται από πειραματικές πρακτικές και από προτάσεις για εφαρμογές σε περιβάλλοντα διδασκαλίας της ελληνικής ή μιας δεύτερης/ξένης γλώσσας.
Η κάθε προτεινόμενη εναλλακτική μέθοδος αξιολόγησης συνοδεύεται από καλές πρακτικές και από πειραματικές εφαρμογές εκπαιδευτικών και ερευνητών, συνεπικουρούμενες από «αναστοχαστικά» αποσπάσματα, εμπειρίες, μαρτυρίες και απόψεις εκπαιδευτικών σε περιβάλλοντα διδασκαλίας της ελληνικής ή μιας δεύτερης/ξένης γλώσσας. Το βιβλίο φιλοδοξεί να αποτελέσει μια πηγή έμπνευσης και ενημέρωσης για ερευνητές, προπτυχιακούς/μεταπτυχιακούς φοιτητές και εκπαιδευτικούς της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης οι οποίοι θα μπορούσαν να ενσωματώσουν αυτές τις τεχνικές στην καθημερινότητα της τάξης των γλωσσικών μαθημάτων.
We address the fundamentals of assessment issues in L1/L2/FL (first/second/foreign language) classroom settings. The emphasis is on describing the assessment practice, albeit founded on theory. For this purpose, the book offers a theoretical approach on issues related to alternative assessment, as well as a repertoire of tools, samples and methods to be incorporated into the daily classroom environment. The differences between formal assessment and alternative assessment are pointed out, some basic principles that underlie the use of authentic formative assessment are presented, the learner-centered nature of alternative assessment is highlighted, and some examples of alternative tools that have been implemented in the classroom are suggested.
The book aspires to achieve: i) a (re)conceptualization of language assessment issues; ii) coherent and cohesive understanding of alternative assessment methods and tools, such as the portfolio, journal/diary, classroom observation, think aloud protocols, project-based assessment, descriptive assessment, report cards and rubrics; iii) a resource for practitioners, researchers and university students in this emerging field.
We address the fundamentals of assessment issues in L1/L2/FL (first/second/foreign language) classroom settings. The emphasis is on describing the assessment practice, albeit founded on theory. For this purpose, the book offers a theoretical approach on issues related to alternative assessment, as well as a repertoire of tools, samples and methods to be incorporated into the daily classroom environment. The differences between formal assessment and alternative assessment are pointed out, some basic principles that underlie the use of authentic formative assessment are presented, the learner-centered nature of alternative assessment is highlighted, and some examples of alternative tools that have been implemented in the classroom are suggested.
The book aspires to achieve: i) a (re)conceptualization of language assessment issues; ii) coherent and cohesive understanding of alternative assessment methods and tools, such as the portfolio, journal/diary, classroom observation, think aloud protocols, project-based assessment, descriptive assessment, report cards and rubrics; iii) a resource for practitioners, researchers and university students in this emerging field.
Ελληνικό Ανοικτό Πανεπιστήμιο: Ο πρώτος τόμος της 8ης έκδοσης του επιστημονικού περιοδικού RPLTL αναφέρεται σε θέματα που απασχολούν τους εκπαιδευτικούς της ξένης γλώσσας αλλά και γενικής παιδείας αναφορικά με την συνδυαστική διδασκαλία ξένης γλώσσας και περιεχομένου, γνωστής ως CLIL. Μια προσέγγιση που κερδίζει συνεχώς έδαφος λόγω αποτελεσματικότητας .
Section One includes ten articles, contributed by practitioners who share their knowledge and experience gained from joint CLIL projects implemented in the classroom.
Section Two “ Episodes in CLIL Arena” includes eight CLIL teacher reflections on their CLIL teaching experience.
Ελληνικό Ανοικτό Πανεπιστήμιο: Ο δεύτερος τόμος της 8ης έκδοσης του επιστημονικού περιοδικού RPLTL περιλαμβάνει εφαρμογές της συνδυαστικής διδασκαλίας ξένης γλώσσας και περιεχομένου (CLIL) καθώς επίσης και μαρτυρίες εκπαιδευτικών σχετικά με την CLIL εμπειρία τους στην σχολική τάξη.