Relevant bibliographies by topics / Greek language education

Academic literature on the topic 'Greek language education'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Greek language education"

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Bouras, Spyros. "The Greek Language Education in Albania: A Professional Development Framework for Greek Language Teachers." International Journal of Educational Studies 3, no. 3 (October 19, 2020): 106–12. http://dx.doi.org/10.53935/2641-533x.v3i3.146.

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The main purpose of this study is the design, implementation and evaluation of a professional development program for Greek language teachers in minority education in Albania. The education of the Greek minority in Albania has been a separate part of the whole educational system of the country that has its own features and its own history (Barkas, 2011). Τhe starting point of the present study will be to outline the existing educational situation and to explore the needs of a) the specific teachers and b) the views of the head teachers and c) the professors at the University of Argyrokastro in order to form an overall picture of their training needs, their views and their suggestions for continuing education. The ultimate goal is to present an integrated professional development context for Greek language teachers in the minority education in Albania and we hope that the suggested professional development program for minority education teachers will be an effective one to upgrade their work and, in the long run, to make a decisive contribution to the qualitative upgrading of the Greek language instruction.
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Dhont, Marieke. "Greek education and cultural identity in Greek-speaking Judaism: The Jewish-Greek historiographers." Journal for the Study of the Pseudepigrapha 29, no. 4 (June 2020): 217–28. http://dx.doi.org/10.1177/0951820720936601.

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The style of the Jewish-Greek historiographers Eupolemus and Demetrius has often been evaluated as “bad Greek.” This is generally seen as evidence of their lack of education. The negative views on the language of Demetrius and Eupolemus are illustrative of a broader issue in the study of Hellenistic Judaism: language usage has been a key element in the discussion on the societal position of Jews in the Hellenistic world. In this article, I assess the style of the historiographers in the context of post-classical Greek, and conclude that their language reflects standard Hellenistic Greek. The linguistic analysis then becomes a starting point to reflect on the level of integration of Jews in the Greek-speaking world as well as to consider the nature of Jewish multilingualism in the late Second Temple period.
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Poupounaki-Lappa, Polyxeni, Tzortzina Peristeri, and David Coniam. "Towards a Communicative Test of Reading and Language Use for Classical Greek." Journal of Classics Teaching 22, no. 44 (2021): 98–105. http://dx.doi.org/10.1017/s2058631021000222.

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AbstractThis paper describes the development of a communicative test of Reading and Language Use for Classical Greek, aimed at students at CEFR (Common European Framework of Reference for Languages) levels A1 and A2. A discussion is first provided of traditional pedagogical approaches which have for many decades dominated the teaching of classical languages, followed by suggestions why these may be supplanted with more modern communicative approaches. Focus then moves to assessment, where, it is suggested, methods are equally rooted in traditional, form-focused methods. If teaching is to become more communicative, it is argued, so should assessment. Against this backdrop, the development of a test of Reading and Language Use for students of Classical Greek at CEFR levels A1 and A2 is described.
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Gavriilidou, Zoe, and Lydia Mitits. "The Socio-linguistic Profiles, Identities, and Educational Needs of Greek Heritage Language Speakers in Chicago." Journal of Language and Education, no. 1 (March 31, 2021): 80–97. http://dx.doi.org/10.17323/jle.2021.11959.

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The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.
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Paspali, Anastasia, Vasiliki Rizou, and Artemis Alexiadou. "Aspect in Heritage Greek: evidence from elicited production and online judgments." Applied Psycholinguistics 43, no. 2 (December 21, 2021): 301–32. http://dx.doi.org/10.1017/s0142716421000539.

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AbstractThis study tests grammatical aspect in adult Heritage Speakers (HSs) of Greek in Germany (HSs-Germany) and the US (HSs-US), a topic which has not been investigated before for this language, exploring the role of the dominant language and the default value as an acquisition strategy. In an oral elicitation task (Experiment 1) targeting the production of aspectual marking in Greek, Greek monolinguals (MSs) and HSs-Germany exhibited ceiling performance, while HSs-US were significantly less accurate. Education in Greek reliably predicted their accuracy. In a speeded Grammaticality Judgment task (Experiment 2) targeting the comprehension of aspect in a Grammaticality x Aspect repeated measures design, similar results were obtained for the grammatical conditions as in Experiment 1. In ungrammatical conditions, accuracy on aspect was affected for all groups, and this was more evident for HSs. HSs-US were overall less accurate with the morphologically marked form (perfective). Decision Times (DTs) revealed that only MSs and HSs-Germany were sensitive to aspect violations exhibiting longer DTs. Education in Greek reliably predicted accuracy and DTs. The results are discussed within the realm of heritage languages, language contact, and aspect acquisition in Greek bilingual populations. Finally, certain novel verbal forms produced by HSs are also discussed.
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Karatsareas, Petros. "Attitudes towards Cypriot Greek and Standard Modern Greek in London’s Greek Cypriot community." International Journal of Bilingualism 22, no. 4 (March 27, 2018): 412–28. http://dx.doi.org/10.1177/1367006918762158.

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Aim: To investigate whether the positive attitudes towards Standard Modern Greek and the mixture of positive and negative attitudes towards Cypriot Greek that have been documented in Cyprus are also present in London’s Greek Cypriot community. Approach: Unlike previous quantitative works, the study reported in this article was qualitative and aimed at capturing the ways in which attitudes and attitude-driven practices are experienced by members of London’s diasporic community. Data and analysis: Data were collected by means of semi-structured, sociolinguistic interviews with 28 members of the community. All participants were second-generation heritage speakers, successive bilinguals in Cypriot Greek and English and successive bidialectal speakers in Cypriot Greek and Standard Modern Greek. The data were analysed qualitatively (thematic analysis). Findings: Positive perceptions of Standard Modern Greek and mixed perceptions, both positive and negative, of Cypriot Greek are found in the context of London. As in Cyprus, Standard Modern Greek is perceived as a prestigious, proper and ‘correct’ variety of Greek. Cypriot Greek, in contrast, is described as a ‘villagey’, heavy and even broken variety. Greek complementary schools play a key role in engendering these attitudes. Unlike in Cyprus, in the London community, the use of Cypriot Greek is also discouraged in informal settings such as the home. Originality: Papapavlou and Pavlou contended that ‘there are no signs of negative attitudes towards Cypriot Greek [in the UK]’ (2001, The interplay of language use and language maintenance and the cultural identity of Greek Cypriots in the UK. International Journal of Applied Linguistics, 11, 104). This research shows their claim to be false. Significance/implications: Negative attitudes towards Cypriot Greek lead to a community-wide preference for the use of Standard Modern Greek in communication with other members of the Greek Cypriot community, which poses a great threat to the intergenerational transmission and maintenance of Cypriot Greek as a heritage language in London.
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PAPAOİKONOMOU, Anthony. "GREEK EDUCATIONAL SYSTEM AND THE FORMATION OF NATIONAL IDENTITY: A TWO-STEP CLUSTER ANALYSIS MODEL ON A TEACHERS’ SAMPLE." İmgelem 6, no. 11 (December 31, 2022): 351–64. http://dx.doi.org/10.53791/imgelem.1160840.

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Greek education system’s development moved around the conflict between the use of a purist and a colloquial Greek. Specifically, Greece's approach differed from that pursued by other European countries, which followed a shift towards the spoken language, by fulfilling the demand for an education for all based on the national language. Such a scenario, however, has de facto been immobilizing the Greek educational policy, by making it less competitive and appealing internationally. This study tries to capture classical education teachers' view on ancient Greek as a subject in secondary education and its consequences for the country's educational system via a survey, completed by 424 teachers, conducted in 2020.
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Kritikos, George. "The Proliferation of Agricultural Schools: A Practical Education in Greece (1922–1932)." Agricultural History 81, no. 3 (July 1, 2007): 358–80. http://dx.doi.org/10.1215/00021482-81.3.358.

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Abstract This study analyzes the proliferation of agricultural schools in Greece from 1922 to 1932 from a social, economic, and cultural perspective. It examines the role of the Greek vernacular language—demotic—and vernacular education as tools for national and social integration. It investigates the links between the establishment of agricultural schools, the teaching of demotic in elementary school, and the integration in the labor market not only of thousands of unemployed Greek citizens, but also of approximately 1.2 million Asia Minor refugees who fled to Greece after 1922. The article examines whether limiting the Greek vernacular language to primary schools, with the continuation of both the dominant classical model of education and the use of "purist" (katharevousa) Greek in secondary education, created the prerequisites for upward mobility through education or reproduced the existing social and financial inequalities in Greek society.
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Fotiou, Constantina. "Debunking a myth: The Greek language in Cyprus is not being destroyed. A linguistic analysis of Cypriot Greek–English codeswitching." International Journal of Bilingualism 23, no. 6 (July 25, 2018): 1358–84. http://dx.doi.org/10.1177/1367006918786466.

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Aims and objectives:This paper examines Cypriot Greek–English codeswitching practices by Cypriot-born Greek Cypriots and investigates its linguistic forms, functions and codeswitching types. It also assesses the frequency of English in the data.Methodology:The data consist of authentic, informal conversations. Codeswitching is regarded as the use of two languages by one speaker in a single conversation, so established borrowings were excluded from the analysis. For assessing frequency, a word-count was conducted and for data analysis the distinction between insertions and alternations was used.Data and analysis:Forty hours of naturally occurring conversations among Greek Cypriots were studied. Data are categorised according to codeswitching types, linguistic forms and functions of English.Findings/conclusions:Quantitatively, English use is limited. Thus claims for excessive use of English are unfounded. Structurally, codeswitching mainly takes the form of English insertions in a Cypriot Greek grammatical structure. Most codeswitching is intra-sentential, with mostly English nouns and noun phrases used. Single-word switching is more frequent than multi-word switching.Originality:This study, to the author’s knowledge, is the first thorough documentation of oral Cypriot Greek–English codeswitching by Greek Cypriots born and raised in Cyprus and the first study addressing the assertions for the ‘destruction of the Greek language in Cyprus’ using a large sample of empirical data.Significance/implications:As Greek Cypriots’ native language but not the standard official language of the state, Cypriot Greek has been accused of being ‘susceptible’ to a heavy use of English because it supposedly lacks the richness of Standard Modern Greek. This work shows that such heavy use is only in the mind of purists and that claims about Cypriot Greek speakers’ linguistic deficit on the basis of purported dense codeswitching are unfounded.
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Coniam, David, Polyxeni Poupounaki-Lappa, and Tzortzina Peristeri. "Validating Communicative Tests of Reading and Language Use of Classical Greek." Journal of Classics Teaching 23, no. 45 (October 13, 2021): 55–59. http://dx.doi.org/10.1017/s2058631021000532.

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AbstractThis paper builds on the work presented previously in this journal by Poupounaki-Lappa et al. (2021), which described the development of a communicative test of Reading and Language Use of Classical Greek calibrated to the Common European Framework of Reference (CEFR) at levels A1 and A2 (Council of Europe, 2001). In the current paper, the two tests of Classical Greek are calibrated both together and to the CEFR. In addition to describing the methodology for comparing the two separate tests of Classical Greek, the paper is also designed to be of interest to educators of other classical languages. It is hoped that they may find it useful not only by facilitating robust test design, but also by demonstrating the methods by which tests can be linked together on a common scale (as with the CEFR) or linking tests one to another (e.g., different end-of-year tests, at different points in time).
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Dissertations / Theses on the topic "Greek language education"

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Zotou, Vasiliki. "Effective foreign language teaching : a Greek case study." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239863.

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Alkalaki, Eleni. "Pedagogical Content Knowledge : A comparative study of Greek heritage language teachers in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194178.

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Instructional quality is essential for student learning. Pedagogical Content Knowledge, which is considered the interim between knowledge and pedagogy has been found to have a positive impact on instructional quality and subsequently student achievement. Studies in Pedagogical Content Knowledge have been mainly targeted on mathematics and science, leaving the language education domain underrepresented. From a comparative perspective, this study investigated Greek heritage language teachers ́ Pedagogical Content Knowledge, taking into consideration their teaching experience. Data collected by interviews, undertaken by nine participants, showed that teachers employ their Pedagogical Content Knowledge mostly by adapting the material, instruction, and assessment to the individual needs of the students. The analysis also suggested differences between more and less experienced teachers. More experienced teachers were found to be more comfortable and autonomous in the classroom, while less experienced teachers mentioned feeling insecure and fearing unexpected situations. More experienced teachers also established more advanced Pedagogical Content Knowledge, because of their ability to connect the new information with previous knowledge of the students as well as using personalized assessment for students. The data also showed that heritage language teachers in Sweden face many challenges in their teaching, with heterogeneity in language proficiency being the most persistent. The implications suggested in this study aim to improve heritage language learning and developing a supportive system for teachers and students in order to avoid the language shift that is present threatens the vitality of heritage languages.
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Karagiozis, Nectaria. "Children's reception and uses of fairy tale narratives in a Greek second language learning environment." Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/9033.

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Children perceive stories in particular ways and they use the rules and the roles depicted in their content to negotiate and formulate their everyday world (Wolf and Heath, 1992). This qualitative research study investigates children's construction of meaning and use of fairy tale narratives in a Greek second language learning environment. Twenty-two participants from the Canadian Greek Heritage Language School participate in the study. The students are asked to reflect on their engagements with specific Greek fairy tales, and then to express the ideas and feelings produced through their interaction with these cultural texts. The study highlights the salient role of texts in processes of identity formation, their influence on the definition of values, and their contribution to the installation of notions regarding the community and the future. Many theorists argue that the analysis of cultural texts from this perspective can lead individuals to challenge social constructs.
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Vagianou, Maria. "Cartoon humour in children's dictionaries and its effect on English language learning in Greek primary education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323988.

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Bechtel, Molly M. "First-generation college students and greek membership : understanding college experiences through the lens of community cultural wealth." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/752.

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Although first-generation college students and fratemity and sorority members have been explored and described independently within higher education research, less is known about the overlap in these two experiences and the culminating student population which provides the focus for this study. This study investigates the college experiences of six first-generation college students who are members of Greek-letter organizations at universities on the west coast. Case study methodology and community cultural wealth (Y osso, 2005) are used to analyze semistructured, in-depth interviews and provide rich descriptions, which inform an understanding of why students join Greek-letter organizations, the nature of their experience, and how their membership may influence how they experience college. Although participants did not describe their experience in college or in a Greek-letter organization as particularly unique as a result of their generational status, findings indicate a substantial gain in social and navigational capital, which they intended to utilize during and after their college years. Findings also indicate that due to the involvement in the Greek community, first-generation college students experienced college with a greater commitment to persist. By utilizing community cultural wealth to describe and explain first-generation college students in Greek-letter organizations, it emerges as a relevant framework for student affairs educators to incorporate into their practice.
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Karavas, Evdokia. "English language teachers in the Greek secondary school : a study of their classroom practices and their attitudes towards methodological and materials innovation." Thesis, University of Warwick, 1993. http://wrap.warwick.ac.uk/36100/.

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The study set out to investigate the degree of implementation of a communicative learner-centred curriculum and textbooks in the Greek secondaiy school English language classroom. The aims of the research were: a) to investigate the Greek English language teachers' actual teaching practices and the degree to which they are in accordance with the philosophy and principles of the curriculum, and b) to examine the extent to which certain factors (i.e. teachers' understanding of, and attitudes towards, the communicative learner centred approach, teachers' non- involvement in the innovation process, teachers' opinions of the textbooks, lack of systematic teacher training) may be associated with the teachers' classroom behaviour. For the first part of the research, classroom observations of 14 Greek English language teachers, working in schools within and around the Athens area, were carried out. An observation scheme was developed focusing on the teachers' implementation of activities. The aim of the scheme is to describe the roles the teachers adopt in the classroom. 'reacher roles were also investigated through an analysis of the teachers' linguistic behaviour. Transcripts of the 14 observed lessons were analysed in terms of teachers' error correcting practices (amount and types of learner errors corrected by teachers and the error treatments used) and their questioning practices (amount and types of questions asked by the teachers). For this latter focus a question typology derived from the data was developed. Teachers' attitudes towards, and understanding of, the communicative learner-centred approach were investigated via a Likert type attitude scale developed for the purposes of this study and a questionnaire. The questionnaire consisted of 28 closed-type items eliciting teachers' opinions of the textbooks and the teachers' guides, and reports of their teaching practices. The questionnaire and attitude scale was completed by an additional 87 teachers working in public secondary schools within and around the Athens area. Finally, as a means of achieving methodological triangulation, interviews with the observed teachers were carried out. The interviews focused on the teachers' knowledge of, and attitudes towards, the approach they have been asked to use. The thesis is divided into 10 chapters. Chapter 1 sets the context of the study, its main objectives and research questions. Chapters 2 and 3 contain reviews of the literature relevant to the communicative approach and the implementation of curriculum innovations. The research questions, model of the study and a detailed account of the development of the research instruments employed in the study are provided in chapter 4. Chapters 5 to 9 deal with the implementation of the research instruments and the results of the data analysis. More specifically, chapter 5 deals with the analysis and findings of the teachers' error correcting practices, and chapter 6 with the findings of teachers' questioning practices . The results of the observation scheme analysis are dealt with in chapter 7. Chapter 8 focuses on the results of the attitude scale and questionnaire completed by the 14 teachers and chapter 9 on the results of the interviews. A summary of the study's main results, a critique of the various research methods employed in the study, as well as implications of the study's findings for practice are presented in chapter 10. The findings of the classroom observations revealed a disparity between the principles of the curnculum and textbooks and their implementation in the classroom. The teachers tended to front the classroom and perform a restricted range of roles, overwhelmingly favouring the roles of transmitter, controller of students' language and evaluator. The analysis of teachers' linguistic behaviour corroborated these findings. The results of the attitude scale, questionnaire and interviews revealed that teachers, due to their lack of training, had a very limited understanding of the main principles of the approach they had been asked to implement. The teachers tended to translate innovatoiy concepts to conform to their existing theories of language and language teaching/learning. The study has aimed to contribute to two areas where language teaching research is largely lacking: a) classroom implementation of a communicative approach in a foreign language teaching context and b) the investigation of language teachers' attitudes and their importance in understanding language teachers' classroom behaviour. Based on the findings of the study, recommendations for would-be curriculum developers working in contexts similar to the Greek one are provided in the concluding chapter of the thesis.
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Palechorou, Irene. "How can educational drama be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom?" Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/50021/.

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Globalisation along with dramatic increases in immigration, have led to increased levels of diversification in modern societies. The rapid change of the Cypriot society to a multicultural and multilingual one has resulted in the presence of a multitude of additional languages in Cypriot primary classrooms, reinforcing the concern for the education of pupils whose first language is other than the dominant language of the country. As a primary school teacher I am concerned in developing an effective pedagogy that can support these pupils’ additional language learning. Thus, the specific action research project at the heart of this research examines how educational drama can be used to facilitate the acquisition of Greek as an additional language by ethnic minority pupils in a Cypriot primary classroom. Throughout this thesis language learning is understood as a social construct, a continual, negotiated exchange of meanings, between the child and the environment, drawing on social theories of language that stress the overarching importance of cultural and social interactions for second language learning. Guided by theory, this research argues for the inter-relationship between social and linguistic processes and how specific drama strategies enable both one and the other. Evidence from this research suggests that a dramatic context that reflects the cultural and linguistic diversity of the classroom has a positive effect in GAL students’ affective variables, and particularly the socio-cultural factors and the personal variables within oneself, as well as the affect on L2 learning of the reflection of that self to other people. Illustrative drama schemes, developed throughout the project, together with concrete examples of children’s work are provided to represent more clearly how living contexts and fictitious worlds can be created within which the different functions of language can be identified and developed. At the same time unconventional and anxiety-reducing strategies for assessing second language learning are presented.
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Papadomichelaki, Roumpini Alkaterini, and Lash Keith Vance. "English language institute in Greece: A business proposal." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2151.

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Chrysostomou, Maria. "Primary teachers’ perceptions and attitudes on the status of experiential learning in outdoor language teaching in Cyprus." Thesis, Linköpings universitet, Nationellt centrum för utomhuspedagogik (NCU), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95434.

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Outdoor education is considered to be a recent teaching approach and method in a general educational framework, which is related to learning through authentic places and different direct experiences. However, the learning process within the educational system in Cyprus is mainly based on traditional models of teaching. Despite that fact, a modified society established the necessity for a new educational curriculum, which was implemented in 2010. Thus, the current research is focused on a curriculum-related study on outdoor learning and teaching, based on experiential learning in primary schools in Cyprus. Specifically, the focal point is on teachers’ perceptions regarding the status of experiential learning within the Greek language curriculum and the possibilities of implementing outdoor language activities, in order to enhance students’ learning. Through a qualitative approach, this research included analysis of the data extracted from ten semi-structured synchronous online interviews with primary teachers. The data were analysed thematically and summarized in five themes related to the connections between outdoor learning, experiential learning and language teaching. In particular, the relevant findings demonstrated that experiential learning is mainly presented on a theoretical base through the language curriculum and that outdoor language activities, although they can enhance the implementation of more efficient lessons, are limited. The results reveal primary teachers’ basic knowledge on the field of outdoor education, as they additionally noted some important barriers of outdoor learning, such as time limitations, lack of support and the traditional way of thinking. Thus, they pointed out the necessity of applying significant changes that will support the new Greek language curriculum and its basic principles. Additionally, the teachers acknowledged several benefits of outdoor language teaching mainly related to the students’ personal and social development. The above findings contribute to the current limited scientific knowledge, concerning the practice of outdoor education in primary level in Cyprus. To conclude, the results of the specific study are focused on the perceptions of the ten participants, so they cannot be generalized. Therefore, further research on the related field would be important for a wider investigation of outdoor language learning within the Cypriot educational system.
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Ewing, Christopher Boyd. "Effects of Fluency and Accuracy-Only Training on Acquisition and Retention of Letter Naming by Individuals with Traumatic Brain Injury." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4881/.

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This study examines the effects of accuracy-only training and fluency training on retention of material learned. Two adolescent participants with traumatic brain injuries were taught to name 2 sets of lowercase Greek letters. Each of the 2 sets consisted of 7 letters. Practice and rate of reinforcement were controlled for in this study. Fluency trained letters showed higher retention (percent correct during retention checks) than the accuracy-only trained letters.
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Books on the topic "Greek language education"

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The position of Greek in the theological education of today. S.l: s.n., 1907?, 1989.

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Literacy and paideia in ancient Greece. New York: Oxford University Press, 1994.

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Kitsaras, Iōannēs L. To enklēma tou aiōnos: Hōra mēden. Athēnai: [s.n.], 1985.

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John, Taylor. Greek stories: A GCSE reader. London: Bristol Classical Press, 2012.

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Mommsen, Theodor. Programm des stadtischen Gymnasiums zu Frankfurt a. M.: Ostern, 1874. Frankfurt am Main: Druck von Mahlau & Waldschmidt, 1991.

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Gogonas, Nikolaos. Bilingualism and multiculturalism in Greek education: Investigating ethnic language maintenance among pupils of Albanian and Egyptian origin in Athens. Newcastle upon Tyne: Cambridge Scholars, 2010.

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C, Horrigan Vincent, and Collins Leslie 1954-, eds. A reading course in Homeric Greek. 3rd ed. Newburyport, MA: Focus Pub., 2005.

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C, Horrigan Vincent, ed. A reading course in Homeric Greek. 2nd ed. Chicago, Ill: Loyola University Press, 1985.

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Stauridē-Patrikiou, Rena. Glōssa, ekpaideusē kai politikē. Athēna: Olkos, 1999.

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Xenophon. The education of Cyrus. London: J.M. Dent, 1992.

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Book chapters on the topic "Greek language education"

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Stylou, Georgia. "Greek Language Education in Baden-Wurttemberg, Germany—Changes and Perspectives of Greek Language Teachers." In Inklusion und Bildung in Migrationsgesellschaften, 175–98. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-25521-3_10.

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Rompopoulou, Maria. "Bilingualism in Younger Generation of Greek Orthodox Community in Istanbul: The Language Use of Greek and Turkish Languages in Greek Minority Educational Institutions." In Handbook of Research and Practice in Heritage Language Education, 539–60. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_30.

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Hantzopoulos, Maria. "8. Going to Greek School: The Politics of Religion, Identity and Culture in Community-based Greek Language Schools." In Bilingual Community Education and Multilingualism, edited by Ofelia García, Zeena Zakharia, and Bahar Otcu, 128–40. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698018-010.

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Aravossitas, Themistoklis, and Marianthi Oikonomakou. "New Directions for Greek Education in the Diaspora: Teaching Heritage Language Learners in Canada." In Language Diversity in Greece, 235–53. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28396-4_18.

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Kompiadou, Evi, Antonis Lenakakis, and Roula Tsokalidou. "3. Diadrasis: An Interactive Project on Language Teaching to Immigrant Families in a Greek School." In Going Performative in Intercultural Education, edited by John Crutchfield and Manfred Schewe, 41–58. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098552-005.

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Papalexatou, Evangelia, and Vasilios Zorbas. "Bilingual Students in the Public Primary Education Context in Greece: A Deterrent for the Greek Educational Landscape or a Chance for Improvement?" In Language Diversity in Greece, 23–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28396-4_3.

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Panagiotopoulou, Argyro, Lisa Rosen, and Ofelia García. "Language Teachers’ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching." In Handbook of Research and Practice in Heritage Language Education, 285–300. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44694-3_26.

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Moutselos, Michalis, and Georgia Mavrodi. "Diaspora Policies, Consular Services and Social Protection for Greek Citizens Abroad." In IMISCOE Research Series, 227–43. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51245-3_13.

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Abstract The policies of the Greek state vis-à-vis Greek citizens residing abroad are better developed in some areas (pension, cultural/education policy), but very embryonic in others (social protection, family-related benefits). The institutions representing and aggregating the interests of the Greek diaspora, such as the General Secretariat for Greeks Abroad and the World Council of Hellenes abroad of the Ministry of Foreign Affairs, reflect earlier periods of Greek migration during the post-war period, but meet less adequately the needs of recent migrants, especially following the post-2010 Greek economic crisis. At the same time, political parties continue to play an active role in the relationship between diaspora and the homeland. The policies of the Greek state, especially when exercised informally or with regard to cultural and educational programs, are also characterized by an emphasis on blood, language and religious ties, and are offshoots of a long-standing history of migration to Western Europe, North America and Australia. Possible developments, such as the long-overdue implementation of the right to vote from abroad, an official registrar for Greek citizens residing abroad, new programs of social protection in Greece and new economic incentives for return might change the diaspora policies of the Greek state in the next decades.
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Chatzidaki, Aspasia. "Greek State Schools in Germany and the Impact of ‘New’ Migration." In IMISCOE Research Series, 69–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11574-5_4.

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AbstractThis chapter reports on a qualitative study investigating a particular type of Greek-language education abroad, namely non-mixed or Greek state schools in Germany, and the impact ‘new’ migration has had on their operation. These schools (K-12) follow the Greek curricula and employ teachers seconded from the Greek Ministry of Education. They were originally set up in the 1970s as an educational setting which would help immigrant students in Germany to develop Greek language skills and a Greek ethnocultural identity, eventually facilitating transition in the case of repatriation. Their graduates have the additional benefit of gaining access to Greek universities with relatively low grades, and, as a result, such schools have been a popular option for Greek immigrant families for the last forty years. Following the decision of Greek authorities to start abolishing them in 2011, Greek non-mixed schools saw their students’ numbers wane. ‘New’ migration to Germany (post 2010), however, has led to an important rise in enrolments and a change in the student population profile. According to the findings of a small-scale exploratory study presented in this chapter, teachers in these schools perceive new arrivals as young people traumatised by the migration experience and in need of a familiar physical and symbolic setting. As a result, non-mixed schools are once again considered as important institutions in the current circumstances on the grounds that they offer their students a number of advantages.
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Tsitselikis, Konstantinos. "Linguistic Rights in Greece: Crossing Through Territorial and Non-Territorial Arrangements." In Realising Linguistic, Cultural and Educational Rights Through Non-Territorial Autonomy, 103–19. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19856-4_8.

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AbstractSince 1913, when Greece significantly increased her territory, minority protection has come under the spotlight of international consideration and guarantees. During the past 110 years, language rights, among other minority rights, were either reluctantly granted or ignored. Although minority languages have been treated asymmetrically and incoherently, a particular pattern seems to have emerged: minority languages spoken by Christians (Vlach, Slavic languages, Arvanitika) are subject to assimilation dynamics, whereas minority languages spoken by non-Christians (Muslims, Jews) are governed by protection norms, with or without territorial criteria. This trend was shaped by international political influences and legal regulations through a very narrow perspective, which actually screened out any attempt at establishing non-territorial arrangements. Today, only one minority language enjoys special rights (mostly in the field of education), namely Turkish spoken by the Muslims of Thrace. Despite this, migratory flows after 1990, primarily from Albania, the former USSR and the Middle East, once again brought up the question of multiculturalism, language contact and language management. However, subsequent Greek governments have been reluctant to introduce special language rights for immigrants and refugees. Since Greece refrains from adhering to the main European legal instruments that safeguard language rights, such as the European Charter for Regional of Minority Languages or the Framework Convention for the Protection of National Minorities, the single protective mechanism granting linguistic rights remains the Treaty of Lausanne, which is limited to a specific minority language within a specific region. The legal protection of linguistic otherness in Greece was and still is fragmented and ambivalent, ranging from non-territorial autonomy invisibility to strict institutional territoriality.
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Conference papers on the topic "Greek language education"

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Antoniou-Kritikou, Ioanna, Constandina Economou, and Christina Flouda. "“QUICK GREEK”: A MALL APP TO SUPPORT COMMUNICATION IN GREEK AS A FOREIGN LANGUAGE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0853.

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Vacalopoulou, Anna, Eleni Efthimiou, Stavroula-Evita Fotinea, Theodore Goulas, and Athansia-Lida Dimou. "MAKING ONLINE EDUCATIONAL CONTENT ACCESSIBLE IN GREEK SIGN LANGUAGE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1714.

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Karamitrou, Amalia. "EDUCATIONAL POLICY AND INNOVATION OF GREEK SECONDARY INTERCULTURAL EDUCATION: STUDY OF THE GREEK LANGUAGE TEACHING PROGRAMS IN THE CONTEXT OF INTERCULTURAL EDUCATION PROGRAMS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2733.

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Andreou, Georgia, Vasiliki Aslanoglou, and Vasiliki Lymperopoulou. "READING AND CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER: A CASE OF GREEK STUDENTS." In INTCESS 2022- 9th International Conference on Education & Education of Social Sciences. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.51508/intcess.202271.

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Voniati, Louiza, Maria Christopoulou, Anna Violari, and Dionysios Tafiadis. "GREEK CYPRIOT SPEECH AND LANGUAGE THERAPISTS’ INTERVENTION SKILLS IN BILINGUAL CHILDREN WITH SPEECH AND LANGUAGE DISORDERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1298.

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Golfinopoulou, Vasiliki, and Charis Tziovara. "TEACHING TIME MANAGEMENT: EFFECTS ON STUDENT PARTICIPATION DURING THE GREEK LANGUAGE INSTRUCTION." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0987.

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Theodoridou, Eirini, and Aziza Boltaeva. "USING PROVERBS AND ADAGES IN TEACHING GREEK AS A SECOND OR FOREIGN LANGUAGE." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0171.

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Georgokostopoulos, Christos, and Galini Sapountzaki. "A TYPOLOGY OF ERRORS OF LEARNERS OF GREEK SIGN LANGUAGE AS AN L2." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0711.

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Islamov, R. S. "THE EXPERIENCE OF TEACHING ENGLISH SPECIAL LEXIS FOR THE MULTILINGUAL GROUPS OF CHEMICAL DEPARTMENTS (BASED ON THE ONOMASTICS OF D.I. MENDELEYEV'S PERIODIC TABLE)." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.130-138.

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The paper observes the matter of proper names of chemical elements of the periodic table by D.I. Mendeleev, the history of their origin, and transformation while the morphemic and semantic loaning from Greek and Latin languages. Moreover, the name for this lexis is proposed as stoichonyms. The topic under discussion is actual for chemistry students in classes of English. The paper provides an example of multilingual group of the speakers of Russian, Tajik, and Kyrgyz languages. The special interest is the comparative lexemic analysis of the names of chemical elements in these three languages. By means of it, one can conclude on the students' perception of the scientific lexis in the light of its etymology, on the one hand. On the other hand, one can make an approach to teaching the special lexis not only by language teacher but chemistry as well.
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Sapountzaki, Galini, Eleni Efthimiou, Stavroula-Evita Fotinea, Katerina Papadimitriou, and Gerasimos Potamianos. "EDUCATIONAL MATERIAL ORGANIZATION IN A PLATFORM FOR GREEK SIGN LANGUAGE SELF MONITORING AND ASSESSMENT." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0707.

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