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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Andria, Maria. "Pre-service language teachers’ perceptions of professional learning and development resulting from Greek as a Foreign Language teaching placements." Educar 58, no. 1 (January 31, 2022): 19–34. http://dx.doi.org/10.5565/rev/educar.1396.
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Language teacher education research has convincingly shown that teaching placements can function as an opportunity for pre-service teachers to connect the theoretical knowledge acquired at university with actual classroom practices. Despite the extensive body of empirical research that has been generated in different foreign language education contexts, the Greek context still remains under-investigated. The purpose of the current qualitative and longitudinal study—framed within Interpretative Phenomenological Analysis (IPA)—is to explore how seven pre-service language teachers of Greek as a Foreign Language (L2) reflect on their professional learning, development and growth as a result of their teaching placement at a language school in Barcelona, Spain. Their perceptions were gathered before and after their placements through questionnaires and interviews. Results showed that participants perceived their placement as crucial for their professional learning and development. They regarded reflective practices as having played a key role in their growth as teachers and professionals. The study concludes by discussing some implications for the design and development of L2 Greek teacher education programs.
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Arvaniti, Amalia. "Cypriot Greek." Journal of the International Phonetic Association 29, no. 2 (December 1999): 173–78. http://dx.doi.org/10.1017/s002510030000654x.
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Cypriot Greek is the dialect of Modern Greek spoken on the island of Cyprus by approximately 650,000 people and also by the substantial immigrant communities of Cypriots in the UK, North America, Australia, South Africa and elsewhere. Due to lengthy isolation, Cypriot Greek is so distinct from Standard Greek as to be often unintelligible to speakers of the Standard. Greek Cypriot speakers, on the other hand, have considerably less difficulty understanding Greeks, since Standard Greek is the official language of Cyprus, and as such it is the medium of education and the language of the Cypriot media. However, in every day situations Cypriot Greek is the only variety used among Cypriots. Cypriot Greek is not homogeneous but exhibits considerable geographical variation (Newton 1972). The variety described here is that used by educated speakers, particularly the inhabitants of the capital, Nicosia. Although influenced by increasing contact with Standard Greek, Cypriot Greek retains most of its phonological and phonetic characteristics virtually intact. There is no established orthography for Cypriot Greek; however, certain, rather variable, conventions have emerged, based on Greek historical orthography but also including novel combinations of letters in order to represent sounds that do not exist in the Standard (e.g. σι for [∫]); a version of these conventions has been adopted here for the sample text. The transcription is based on the speech of an educated male speaker from Nicosia in his mid-thirties, who read the text twice at normal speed and in an informal manner, he also assisted in rendering the text from Standard to Cypriot Greek.
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Kafka, Georgia. "Effectiveness of CALL in Teaching Modern Greek as a Second or Foreign Language in Higher Education." EuroCALL Review 18 (March 15, 2011): 43. http://dx.doi.org/10.4995/eurocall.2011.16290.
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<p>The need for teaching foreign languages has led to the emergence of a new interdisciplinary field named CALL (Computer-Assisted Language Learning) in the 1980s. In the 1990s teaching the Modern Greek language as a second or foreign language (L2) has followed the wide-spread use of Information and Communication Technologies. CALL courseware started to play a significant role in the Modern Greek teaching university environment of the last decade, and especially in the effectiveness of learning processes and the increasing interest of the learners. The effectiveness of this software in the learning environment is difficult to measure because there are concerns about the technical support and the training of the language instructors in computer use and the CALL courseware implementation. Nevertheless the progress of the learners can be estimated although it is difficult to conclude if this progress is due to a good teaching method or a good CALL courseware or is a measure of both.</p>
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Mitropoulos, Athina, and Arlene Holmes-Henderson. "A Celebration of Greek Language and Culture Education in the UK." Journal of Classics Teaching 17, no. 34 (2016): 55–57. http://dx.doi.org/10.1017/s2058631016000258.
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On Saturday 10 June 2016, the Ambassador of the Hellenic Republic to the UK, Mr. Konstantinos Bikas, and the Classics in Communities project hosted a conference celebrating the teaching of Greek language and culture in the UK at the Hellenic Centre in London. The conference had multiple aims: to bring together a variety of teachers, committees and associations to discuss the state of Greek language and culture education in the UK; to anticipate and confront the challenges; and to collaborate to find solutions and action plans for its survival and growth.
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Tsiplakou, Stavroula, Elena Ioannidou, and Xenia Hadjioannou. "Capitalizing on linguistic variation in Greek Cypriot education." Linguistics and Education 45 (June 2018): 62–71. http://dx.doi.org/10.1016/j.linged.2018.03.006.
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TSELIGKA, THEODORA. "Developing a foreign language policy in Greek higher education (HE): striving between Scylla and Charybdis." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (June 24, 2016): 54. http://dx.doi.org/10.12681/ijltic.10352.
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<p class="Abstract"><span lang="EN-GB">The present study analyses foreign language (FL) policy in Greek higher education (HE) taking into consideration the multiple interrelated factors that development and implementation of a successful FL policy hinges on. A brief overview is presented of European initiatives that have contributed significantly to the promotion of language learning, multilingualism and the harmonization of university language policies. This was considered necessary so as to lay the context for the presentation of the practices documented in the Greek HE arena, with specific examples provided from Greek institutions. To address the aims of this research project, the state legislation relevant to FL issues in HE is examined and discussed, as it unavoidably influences and mirrors observed trends and priorities in language education. Finally, extensive data is analysed from five Greek HE institutions and their FL instructors, with regard to language practices implemented, programmes of study, instructors’ professional status, etc. The results of this analysis show that great effort and extensive co-operation among all stakeholders is still required in devising a holistic FL policy in Greek HE, to which end this paper also offers some useful recommendations. </span></p><p class="Abstract"> </p>
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Giannikas, Christina Nicole. "The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms." Center for Educational Policy Studies Journal 3, no. 3 (September 30, 2013): 87–104. http://dx.doi.org/10.26529/cepsj.233.
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This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.
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Kantzou, Vasiliki, and Dimitra Maria Vasileiadi. "On Using Languages Other Than the Target One in L2 Adult Language Education: Teachers’ Views and Practices in Modern Greek Classrooms." Journal of Language and Education 7, no. 2 (June 30, 2021): 155–74. http://dx.doi.org/10.17323/jle.2021.11250.
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Current developments in language education call for a reassessment of the role that students’ already-established linguistic repertoires can play in language teaching. This study probed into adult second language education in Modern Greek offered in Greece, where classes are culturally and linguistically diverse. We investigated teachers’ views and perceived practices regarding the use of other languages in their classes. A mixed-method design was followed. Data on teachers’ opinions was collected via a questionnaire completed by 30 teachers. Complementary data on teachers’ practices collected through observations of two classes was also studied. The results indicated that English was mainly used by the teachers as a mediation language, although a wide variation was reported in the amount of other-language use. Large variations were also reported in the students’ behaviour. Teachers stressed several benefits from using other languages in class, but also expressed concerns about excessive reliance on other languages and on how using a support language would impact students with limited proficiency in this language. These findings were discussed in light of recent developments in language education and implications for teacher training were considered.
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Griva, Eleni, Dora Chostelidou, and Panayiotis Panteli. "Ιnsider Views of CLIL in Primary Education." International Journal for Innovation Education and Research 2, no. 8 (August 31, 2014): 31–53. http://dx.doi.org/10.31686/ijier.vol2.iss8.221.
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The present study attempted a comparative exploration of EFL teachers’ views in relation to integrating the CLIL (Content and Language Integrated Learning) approach in the context of Greek and Cypriot primary education. It is considered that the provision of curriculum content in a second/foreign language (L2/FL) can be advantageous in terms of enhancing both subject knowledge and target language competence, and improving motivation for learning. In total, 248 Greek and 100 Cypriot Teachers of primary education filled in the questionnaire, which comprised five sections: a) the teachers’ CLIL experience, b) characteristics of CLIL, c) competences needed by CLIL teachers, d) integrating CLIL into the curriculum, e) training provision. The findings indicated that the teachers in both contexts acknowledged the challenge of integrating CLIL and its beneficial role in promoting mastery of both the FL and content, however, the data highly supported the teachers’ need for training in CLIL teaching.
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Parodi, Teresa, and Ianthi-Maria Tsimpli. "‘Real’ and apparent optionality in second language grammars: finiteness and pronouns in null operator structures." Second Language Research 21, no. 3 (July 2005): 250–85. http://dx.doi.org/10.1191/0267658305sr248oa.
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The existence of optionality in acquisitional data presents a problem to the view that developing grammars do not include more than one grammatical system at any stage. In this article data from Greek and Spanish, on the one hand, and English, on the other, constitute the background for the discussion of the existence of ‘true’ optionality in second language (L2) grammars and its potential persistence at advanced proficiency levels. We also discuss the relation between optionality and finiteness features in L2 grammars as well as how morphology interacts with the development of null operator structures (NOS). Specifically the article deals with the use of pronouns or empty categories in NOS and their relation to finiteness. We discuss the role of clitics in adult second language acquisition when the first language (L1) and the L2 differ in the choices of the pronominal system and in their choice for a gap or clitic pronoun in NOS. The subjects studied are speakers of Greek and of Spanish, languages with clitics, learning English, a language without clitics, as well as speakers of English learning Greek or Spanish. The data collected support the claim that optionality is found in developing grammars but not randomly. First, there is a difference in the degree and nature of optionality found developmentally in advanced as opposed to intermediate learners; secondly, the degree of optionality depends on the morphological richness characterizing L1 and L2 in relation to the phenomena studied. Thus, English learners of Spanish or Greek show more optionality in the use of clitic pronouns and less evidence for a correlation between finiteness and clitics in NOS. On the other hand, Spanish/Greek learners of English show constrained optionality in the use of empty categories or pronouns in NOS.
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Li, Yueyue. "John Locke’s Educational Theory on Gentlemen’s Language Learning." International Journal of Languages, Literature and Linguistics 7, no. 2 (June 2021): 50–53. http://dx.doi.org/10.18178/ijlll.2021.7.2.286.
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Classical languages represented by Latin and Greek have always been an essential part of gentlemanly education. However, with the rapid development of the bourgeoisie and the rise of empirical science in the 17th and 18th centuries, social needs began to change, and traditional learning courses could not adapt to society's development. John Locke conceives that the focus of language learning should be shifted from classical languages to English. An English gentleman should learn his own mother tongue. Moreover, English learning is not only about grammar but also about propriety and civility. English is not only a tool to learn knowledge but also a symbol of one's social rank. Therefore, a gentleman should show his propriety in the conversation.
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Kaltsa, Maria, Ianthi Maria Tsimpli, and Froso Argyri. "The development of gender assignment and agreement in English-Greek and German-Greek bilingual children." Linguistic Approaches to Bilingualism 9, no. 2 (October 16, 2017): 253–88. http://dx.doi.org/10.1075/lab.16033.kal.
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Abstract The aim of this experimental study is to examine the development of Greek gender in bilingual English-Greek and German-Greek children. Four gender production tasks were designed, two targeting gender assignment eliciting determiners and two targeting gender agreement eliciting predicate adjectives for real and novel nouns. Participant performance was assessed in relation to whether the ‘other’ language was a gender language or not (English vs. German) along with the role of the bilinguals’ Greek vocabulary knowledge and language input. The results are argued to contribute significantly to disentangling the role of crosslinguistic influence in gender assignment and agreement by bringing together a variety of input measures such as early and current amount of exposure to Greek, the role of area of residence (i.e. whether Greek is the minority or the majority language), the effect of maternal education and the amount of exposure to Greek in a school setting.
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Clahsen, Harald, Maria Martzoukou, and Stavroula Stavrakaki. "The perfective past tense in Greek as a second language." Second Language Research 26, no. 4 (September 24, 2010): 501–25. http://dx.doi.org/10.1177/0267658310373880.
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This study reports results from four experiments investigating the perfective past tense of Greek in adult second language (L2) learners. The data come from L2 learners of Greek with intermediate to advanced L2 proficiency and different native language (L1) backgrounds, and L1 speakers of Greek. All participants were tested in both oral and written elicited production and acceptability judgment tasks on both existing and novel verb stimuli. The results showed that the L2 learners did not achieve native-like performance on the perfective past tense in Greek, even at an advanced level of proficiency. The L2 learners often chose verb forms that did not encode the perfective past tense. Differences to native speakers were found particularly for non-sigmatic verb forms, which contain morphological irregularities in the target language. The results of the four experiments will be discussed in the light of previous findings and accounts of inflectional morphology in adult L2 learners. Taken together, the results suggest that L2 learners rely more on stored inflected word forms and on associative generalizations than native speakers.
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Fterniati, Anna. "The New Greek Elementary Language Arts Textbooks: Teaching Written Discourse Production." International Journal of Learning: Annual Review 14, no. 9 (2007): 111–22. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45468.
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Sophocleous, Andry, and Clarissa Wilks. "Standard Modern Greek and Greek-Cypriot dialect in kindergarten classroom interaction: teachers' and learners' language attitudes and language use." Language, Culture and Curriculum 23, no. 1 (March 2010): 51–69. http://dx.doi.org/10.1080/07908311003632519.
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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.
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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives and also wrote about school. They are as follows: using the native language as an instrument for mastering Latin at the initial stage of learning, and using modern literature - writers, grammarians, humanists, which helps to learn ancient languages in the subsequent period. These features can be explained by Vives’ epoch when national states were being estab-lished, national languages were strengthening, and pedagogical thinking was developing. The article also examines the issue brought up by Vives himself about the attitude to pagan literature and to some, in Vives’ opinion, morally questionable poets. With all the inconsistency of Vives and the low persuasiveness of his self-censorship, the solution to this problem comes down to se-lecting such authors the study of whose works will protect school students from vices. The article shows that both Latin and Greek literature (works on oratory, poetry, comedy, history, my-thology, etc.) are widely used in teaching. Ancient writings not only form and enrich the language, but also provide versatile knowledge, mainly of humanitarian kind, help to bring up an ed-ucated and cultured person. This is supported by a large survey of over 100 ancient authors, modern writers, scientists, humanists, early medieval writers, “church fathers”, publishers, translators, and commentators provided at the very end of Vives' discussion on education, with brief characteristics of many of them.
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Olioumtsevits, Konstantina, Despina Papadopoulou, and Theodoros Marinis. "Vocabulary Teaching in Refugee Children within the Context of the Greek Formal Education." Languages 8, no. 1 (December 23, 2022): 7. http://dx.doi.org/10.3390/languages8010007.
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The aim of the present study is to investigate vocabulary teaching in children with refugee backgrounds. The effectiveness of three vocabulary interventions—flashcards, pantomime, and use of contextual cues—is examined within the context of formal primary education in Greece. The improvement of the children’s vocabulary is also assessed in association with factors related to the students’ background as well as factors related to the words taught. Thirty-three pupils from the second to the sixth primary school grade attended the teaching interventions. Their first languages are Arabic, Farsi, and Kurdish. According to the results, flashcards and pantomime significantly improve children’s second language vocabulary skills, while this finding does not apply to the intervention involving contextual cues. Age is found to play a role only in the latter intervention, while the effectiveness of no intervention was influenced by word category.
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Stewart, Tyler A. "Jewish Paideia: Greek Education in the Letter of Aristeas and 2 Maccabees." Journal for the Study of Judaism 48, no. 2 (April 18, 2017): 182–202. http://dx.doi.org/10.1163/15700631-12340146.
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The substantial corpus of Jewish literature surviving in Greek shows that some Jews appropriated Greek literature and philosophy in highly sophisticated ways. This article argues that Letter of Aristeas and 2 Maccabees are examples of a Jewish paideia, a Jewish cultural literacy in Greek. This Jewish paideia was indebted to the language, literary forms, and philosophy of Hellas, but was set apart by endorsing the Torah as its foundation text. The difference between Letter of Aristeas and 2 Maccabees is not in their appropriation of Greek paideia but rather in how they endorse the Greek Torah in relation to the ideals of Greek paideia. The Letter of Aristeas invokes the ideals of Greek paideia to substantiate a Jewish paideia while 2 Maccabees places Jewish ideals in competition with those of Athens. Both works, however, articulate a Jewish paideia.
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Papaioannou, Athanasios G., and Basil N. Siskos. "Changes in Achievement Goals and Self-Concept in the Early Months of Junior High School." Psychological Reports 103, no. 3 (December 2008): 745–63. http://dx.doi.org/10.2466/pr0.103.3.745-763.
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Changes in goal orientations and self-concept in Greek language and physical education classes during the first months of junior high school in Greece were studied. Participants, 572 students in their first year of junior high school, responded to questionnaires assessing (a) goal orientations and satisfaction in physical education and Greek language classes, (b) multidimensional self-concept, (c) attitudes toward school and teachers, and (d) life satisfaction. The measures were collected in three sessions: at the beginning of the school year, 6 wk. later, and 14 wk. later. The third measurement followed the students' grades for the first term. Students showed significant decreases in mastery and social-approval goal orientations in both physical education and Greek language classes. They also showed negative attitudes toward teachers, perceptions of physical ability, and relationships with parents. Most differences emerged between Weeks 6 and 14. The learning environment and the assessment system in Greek junior high school seem to play an important role in the decrease of students' motivation and perceived competence.
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Foster, Frances. "TEACHING LANGUAGE THROUGH VIRGIL IN LATE ANTIQUITY." Classical Quarterly 67, no. 1 (April 3, 2017): 270–83. http://dx.doi.org/10.1017/s0009838817000295.
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Romanmagistriandgrammaticitaught their students a wide range of subjects, primarily through the medium of Latin and Greek literary texts. A well-educated Roman in the Imperial era was expected to have a good knowledge of the literary language of Cicero and Virgil, as well as a competent command of Greek. By the late fourth and early fifth centuries, this knowledge had to be taught actively, as everyday Latin usage had changed during the intervening four centuries. After the reign of Theodosius the division between the Eastern and the Western Empires meant that knowledge of Greek was no longer as common as it had once been in the West. At the same time, by Late Antiquity, migration increased and foreigners as well as provincials moved within the empire, for example, in search of military promotion. There is evidence that recruitment to official or public careers was based less on birth than on education. These ambitious newcomers sent their children to Roman schools, which would facilitate their access to public office. Receipt of this education provided a means by which men from less privileged backgrounds could achieve promotion to such office and become prominent and influential individuals. At the same time a late Roman education also produced a high level of cultural homogeneity among those who had experienced it. So what might we learn about how language was taught—and what kinds of language were valued—in a late-antique Roman school? How might this contribute to our understanding of late-antique Roman elite society?
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Tamis, A. M. "Language change, language maintenance and ethnic identity: The case of Greek in Australia." Journal of Multilingual and Multicultural Development 11, no. 6 (January 1990): 481–500. http://dx.doi.org/10.1080/01434632.1990.9994434.
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Ioannidou, Elena. "Language policy in Greek Cypriot education: tensions between national and pedagogical values." Language, Culture and Curriculum 25, no. 3 (November 2012): 215–30. http://dx.doi.org/10.1080/07908318.2012.699967.
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Tsiplakou, Stavroula. "Compact Greek." ReCALL 8, no. 2 (November 1996): 62–63. http://dx.doi.org/10.1017/s0958344000003621.
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Papapavlou, Andreas. "Language planning in action." Language Problems and Language Planning 34, no. 2 (June 21, 2010): 120–40. http://dx.doi.org/10.1075/lplp.34.2.02pap.
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In the past thirty years or so substantial research has emerged about the status of dialects and their use in education. The literature on dialects in education is diverse and deals with issues related to both dialectal and bidialectal approaches to education. In the present paper an effort is made to propose the construction of a viable bidialectal program that is (a) optimally suited to the Greek Cypriot linguistic setting, (b) specifically attuned to the sociopolitical and historical context of Cyprus and (c) most appropriate in addressing Cyprus’ educational needs and requirements. In proposing the development of a viable model, three major considerations were taken into account: (i) the properties of bidialectal programs that have been in effect worldwide, (ii) the experiences gained by countries that have adopted bidialectal programs and (iii) the findings of recent empirical studies dealing with the linguistic landscape of Cyprus.
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Bradshaw, Julie, and Andrea Truckenbrodt. "Divergent Orientations to Greek and its Teaching in an Australian Greek School." International Journal of Bilingual Education and Bilingualism 6, no. 6 (November 2003): 439–57. http://dx.doi.org/10.1080/13670050308667796.
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Beridze, Teona. "The Effective Provision of Preschool Bilingual Education (On the example of Greece)." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VIII, no. 1 (May 23, 2020): 53–61. http://dx.doi.org/10.22333/ijme.2020.15005.
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The present article: ″The Effective Provision of Preschool Bilingual Education (on the example of Greece)″ aims to study and analyse the problem of bilingualism, bilingual education at pre-school age, bilingual memory and the relationship between first and second languages in this context, innovative methods of teaching a second language and psychological factors influencing a child. Some main factors that influence success in second language acquisition: integration, motivation, instrumental motivation, language skills self-esteem and child's nursery self-concept. The interest of the given research contains: the observation on kindergartens pupils in the city of Athens and Attica region. One of the core objectives of the research is to determine amount of bilingual children in the kindergartens every year, the teachers’ and pupils’ role in learning foreign language. The article focuses on the questions regarding the use and development of language of bilingual children in a kindergarten, aims at studying psychology related to bilingual children, using different approaches of modern methods, creating an effective teaching plan intended to meet learning outcomes relying on good results at the end of the year, making parents aware of children's problems, arranging frequent contacts between parents and teachers, exchanging of the ideas as well. We have conducted extensive research and interviews among teachers in kindergartens. According to the interviews we found out that, kindergartens are quite highly developed and among twenty three interviewed teachers we can say that they are sufficiently qualified and adequately prepared in order to give all bilingual children opportunities for a good quality education relating to learning the Greek language easily. Bilingual education can completely promote positive attitudes to a child. Developing learning skills of two languages simultaneously is important in the child's daily experiences
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Romano, Francesco Bryan. "Remarks on research of anaphora resolution in situations of language contact: Cross-linguistic influence and the PAS." International Journal of Bilingualism 23, no. 1 (February 1, 2017): 3–20. http://dx.doi.org/10.1177/1367006917693410.
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Purpose: This article proposes a new definition of cross-linguistic influence on anaphora resolution in situations of language contact appealing to the Position of Antecedent Strategy. Design: To this effect it examines existing evidence for and definitions of cross-linguistic influence across Spanish, Italian, Greek, and English, four languages research has concentrated on most intensively. Data and analysis: Methodological and theoretical issues are brought to the fore and the evidence of cross-linguistic influence re-evaluated in light of recent investigations of L1 processing of Spanish, Italian, and Greek anaphora. Findings/conclusions: The re-evaluation points to the conclusion that null pronouns are interpreted and processed in similar ways by native speakers, L2 speakers, and L1 attriters, even if speakers have contact with or are very proficient in languages such as English or Swedish where null anaphora is unavailable. Overt pronouns in Italian are more similar to Greek than Spanish and cross-linguistic influence affects only overt anaphora. Originality: If cross-linguistic influence is conceived in terms of the Position of Antecedent Strategy, then apparently contradictory cases such as the over-production of overt forms by Spanish speakers of Italian and the balanced co-reference of Spanish overt forms to topic and non-topic antecedents can be accounted for. Significance/implications: Cross-linguistic influence takes place from the language with less towards the language with more categorical biases. Recommendations for future research with the populations studied, data analysis and collection, and linguistic structures examined are made.
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Kaltsa, Maria, Alexandra Prentza, Despina Papadopoulou, and Ianthi Maria Tsimpli. "Language external and language internal factors in the acquisition of gender: the case of Albanian-Greek and English-Greek bilingual children." International Journal of Bilingual Education and Bilingualism 23, no. 8 (October 19, 2017): 981–1002. http://dx.doi.org/10.1080/13670050.2017.1385591.
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Seiradakis, Emmanouela V. "Giving Students a Voice: Dyslexia and Language Learning Experiences from Childhood to Adulthood in Greece." European Journal of Education and Pedagogy 4, no. 1 (January 20, 2023): 43–48. http://dx.doi.org/10.24018/ejedu.2023.4.1.561.
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This paper investigates the language learning experiences of Greek students in primary, secondary and tertiary education. Data were gathered from interviews with four students currently enrolled in higher education programs. The interviews focused on their language experiences and struggles from childhood to adulthood, teachers, peer relations and family. Data were analyzed using IPA. Findings indicate participants’ negative language learning experiences underwent changes in the course of their learning history. Their perceived struggles were more intense in primary school, yet they also had to negotiate a range of L1 and L2 obstacles in secondary and tertiary education. Teachers from the private sector emerged as the decisive factor in participants’ ability to overcome dyslexia-related difficulties and cope with the fierce competition of the Greek nationwide university entrance exams. Private sector teachers were also identified as the main factor for overcoming dyslexia-related difficulties in EFL. It is hoped that offering an account of their experiences will facilitate our understanding of dyslexia and the potential for inclusion for Greek dyslexic students across educational levels.
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Papadopoulos, Isaak. "DELVING INTO WRITING STRATEGIES AND DIFFICULTIES OF PRIMARY LANGUAGE LEARNERS." Educological discourse 33, no. 2 (2021): 119–29. http://dx.doi.org/10.28925/2312-5829.2021.2.9.
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Writing has been regarded as a most challenging language skill; which has been placed at the center of the research and teaching activity over the last decades. Writing skill along with reading are the two key-skills that shape the context of literacy in a target language while special emphasis is placed on developing and empowering different aspect of students’ literacy repertoire to students even from an early age. This paper presents and describes a multidimensional study which was designed and carried out to investigate primary education students’ difficulties in writing Greek texts. In parallel; the study aimed at investigating the strategies that employed by the students throughout the writing phases. To this end; thirty-five 10-year-old students attending Greek primary education classes took part in this study during the school year of 2020 – 2021. The students lived in Larissa; a city in Central Greece and they participated upon receiving the agreement of their parents. They were engaged in semi structured interviews related to writing a text and they were also invited to complete specifically designed questionnaires focusing on both students’ writing difficulties and the strategies they employ pre- while and post- writing texts in Greek. Both the interviews and the record protocols have been designed and developed by the researcher in an attempt to focus on the students’ writing profile in multidimensional way. Following the data processing; the findings indicated that students were acquainted with their difficulties in writing texts in the Greek language. However; through the study it was released that the students do not make a regular use of writing strategies during their writing activity. Thus; the author of the article presents suggestions for further research and educational practice in primary education contexts.
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Karim, Abdul, Mehtab Hussain, and Khalida Naheed. "Problems of English Teachers at Secondary Level in Azad Jammu & Kashmir." International Research Journal of Education and Innovation 2, no. 3 (December 31, 2021): 86–96. http://dx.doi.org/10.53575/irjei.v2.03(21)8.86-96.
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The teaching of English language holds an important position in the educational curricula of the whole world. The educationists of all times have advocated the study of more than one language for multi purposes. In the past classical languages like Persian, Arabic and Sanskrit in the East, and Latin and Greek in the West were held in high esteem. The study of one or more of these languages was considered vital for the complete education of the young people. In current era, the study of only modern and living languages is considered important because of the mass communication at the national level for students in the middle and western middle schools; the modern language is the second language. (Abbott, 2012).
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Neofytou, Chrystalla, and Thanasis Hadzilacos. "A Tool for Assessing Text Suitability for Greek Language Teaching." Journal of Educational Computing Research 56, no. 7 (October 25, 2017): 1030–55. http://dx.doi.org/10.1177/0735633117731381.
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Viewing its use in language teaching mainly as a text corpus, this article examines the problem of the assessment of suitability of this material for use in the Greek language course in Cyprus schooling. The suitability of texts for use in language teaching is defined by four parameters, which are described in detail in this article: text readability, content, genre, and grammatical information. The literature review shows the research gap as to the ways of finding on the Web a suitable text for use in language teaching according to specific characteristics. The tool diaKeimenou, which is presented in this article, aims to fill this gap and help the teacher choose the most suitable texts for teaching with reasonable effort and time. The results of the usability evaluation of diaKeimenou are also presented in this article.
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Pavlou, Pavlos, and Andreas Papapavlou. "Issues of dialect use in education from the Greek Cypriot perspective." International Journal of Applied Linguistics 14, no. 2 (July 2004): 243–58. http://dx.doi.org/10.1111/j.1473-4192.2004.00061.x.
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Dorosh, Marko, and Tetiana Halytska. "TEACHING CLASSICAL LANGUAGES WITH DIRECT METHODS: UKRAINIAN ASPECT." Bulletin of Taras Shevchenko National University of Kyiv. Literary Studies. Linguistics. Folklore Studies, no. 30 (2021): 14–16. http://dx.doi.org/10.17721/1728-2659.2021.30.4.
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The article is dedicated to an overview of the prospects to introduce living (direct, immersive) methods in the teaching of Latin and Ancient Greek in Ukraine. Today, most teachers carry out the educational process using the principle of legere et intellegere (read and understand), while abroad in the second half of the previous century classical languages began to be learned implying living language methods. They include not only reading and translating texts, but also the ability to communicate and write in Latin and Ancient Greek. The presented study was conducted according to three criteria: feasibility, supply, and demand. Regarding the first criterion, the authors analyzed the existing foreign practices and identified the key examples of the involvement of such methods in teaching and independent learning of classical languages. A brief overview of the most popular schools was made and several projects that proved their worth abroad were singled out. Moreover, the current state of language teaching in Ukraine was considered upon the example of a private conversational club, YouTube channel, and a course in a higher education institution. They all combine living language methods with traditional ones. The authors interviewed representatives of each organization about their methodology, specifics of work, and target audience. Particular attention was paid to the place and method of direct classical languages study, especially taking into account the specifics of Ukraine. It was concluded that private institutions are more efficient than public ones. Regarding demand, it was found that the studied languages are becoming increasingly popular with contemporary society, so the potential audience is quite broad. It is also confirmed by the number of participants in researched Ukrainian educational projects. As a result of the study, the authors concluded on the prospects for the introduction of direct or combined methods in teaching Ancient Greek and Latin in the Ukrainian education system.
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Bezrogov, Vitaly G. "Polikarpov’s Primer of the 1701: Elementary education project in transitional Russia." Kwartalnik Pedagogiczny, no. 2 (August 1, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3399.
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The article discusses one of the first Muscovy primers printed in the early 18th century and used for over fifty years. The primer’s structure and its overall concept are analysed in detail. The article also considers the primer’s dictionary section and the theological concept which allowed to offer Russian students a three-language study book containing study materials in three languages (Church Slavonic, Greek, and Latin) but one Orthodox credo. Close reading methods allowed the author to consider such type of early Modern primers as a tool for strict confessional religious education and not for wider purposes.
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Kapsalis, George. "Discussion during text processing in Modern Greek Language." L1?Educational Studies in Language and Literature 4, no. 2-3 (January 2004): 203–20. http://dx.doi.org/10.1007/s10674-004-2718-8.
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Torregrossa, Jacopo, Maria Andreou, Christiane Bongartz, and Ianthi Maria Tsimpli. "Bilingual acquisition of reference: The role of language experience, executive functions and cross-linguistic effects." Bilingualism: Language and Cognition 24, no. 4 (February 10, 2021): 694–706. http://dx.doi.org/10.1017/s1366728920000826.
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AbstractThe present study aims to understand which factors contribute to different patterns of use of referring expressions by bilingual children, by considering the triangulation between language experience and proficiency, executive functions and cross-linguistic effects. We analyze reference use in Greek in the context of a narrative elicitation task as performed by 125 children of different language combinations, including Greek–Albanian, Greek–English and Greek–German. We calculate, for each child, an index of language experience that combines a proficiency measure with background questionnaire information. After identifying the occurrences of underinformative (underspecified) and overinformative (overspecified) referring expressions in the production of each child, we investigate to what extent each pattern of reference use is affected by language experience, cross-linguistic effects and executive functions. The study aims to shed some new light on the nature of overspecification and underspecification in bilingual reference production and, more in general, to model variation in reference use among bilingual children.
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Papadopoulou, Despina, and Harald Clahsen. "PARSING STRATEGIES IN L1 AND L2 SENTENCE PROCESSING." Studies in Second Language Acquisition 25, no. 4 (November 24, 2003): 501–28. http://dx.doi.org/10.1017/s0272263103000214.
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To contribute to a better understanding of second language (L2) sentence processing, the present study examines how L2 learners parse temporarily ambiguous sentences containing relative clauses. Results are reported from both off-line and on-line experiments with three groups of advanced learners of Greek whose native languages (L1s) were Spanish, German, or Russian as well as from corresponding experiments with a control group of adult native speakers of Greek. We found that, despite their nativelike mastery of the construction under investigation, the L2 learners showed relative-clause attachment preferences that were different from those of the native speakers. Moreover, the L2 learners did not exhibit L1-based preferences in their L2 Greek, as might be expected if they were directly influenced by L1 attachment preferences. We suggest that L2 learners integrate information relevant for parsing differently from native speakers, with the L2 learners relying more on lexical cues than the native speakers and less on purely structurally based parsing strategies.
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NIOLAKI, GEORGIA Z., and JACKIE MASTERSON. "Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children." Bilingualism: Language and Cognition 15, no. 4 (January 23, 2012): 757–70. http://dx.doi.org/10.1017/s1366728911000721.
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The study investigated single-word spelling performance of 33 English- and 38 Greek-speaking monolingual children, and 46 English- and Greek-speaking bilingual children (age range from 6;7 to 10;1 years). The bilingual children were divided into two groups on the basis of their single-word reading and spelling performance in Greek. In line with predictions, we found that scores on an assessment of phonological awareness were a significant predictor of spelling in English for the bilingual children with stronger Greek literacy skill. Phonological awareness scores were also a strong predictor of spelling in Greek in the monolingual Greek-speaking children. For the bilingual children with weaker Greek literacy ability, spelling in English was predicted by performance in a test of visual memory. This was more in line with results for the monolingual English-speaking children, for whom spelling performance was predicted by visual memory and phonological awareness scores. Qualitative analysis of misspellings revealed that phonologically appropriate errors were significantly greater in the strong Greek literacy ability bilingual group than the weaker Greek literacy ability bilingual group. Stimulus analyses using regression techniques are also reported. The results are interpreted to suggest that in biliterates literacy processes are transferred from one language to the other (Mumtaz & Humphreys, 2002).
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Ermolaeva, Elena L. "The Greek “Epigram” by the Leichoudes Brothers to Peter I." Philologia Classica 16, no. 2 (2021): 308–21. http://dx.doi.org/10.21638/spbu20.2021.211.
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The article provides a transcription, translation, context, and commentary on two versions of a Greek “Epigram” to Peter the Great by the Leichoudes brothers, Ioannikios (1633–1717) and Sophronios (1653–1730), Greeks from Kephallenia who were outstanding religious writers and enlighteners. The poem called “An Epigram to our quietest and crowned by God Tsar Peter Alexeevich, autocrat of Moscow and all of Great, Small and White Rus” was preserved as an example of elegiac couplets in the manuscripts of their textbook “Poetics” (“Περὶ τῆς ποιητικῆς εἴτε μετρικῆς τέχνης”), which they composed for the Slavic-Greek-Latin Academy — the first higher education establishment in Russia set up by the Leichoudes brothers in 1865 in Moscow. The textbook “Poetics” was written in ancient Greek without any Slavic translation. It was taught in the upper classes (suprema). In fact, it appears that this was a textbook on Greek versification. In 1855, the version of the “Epigram” kept in the manuscript of the Russian State Library in Moscow (F. 173 (MTA), № 331), dated to 1687, was published by Sergey Smirnov, but unfortunately this publication was not free from errors. The Greek version of the “Epigram” and its translation into Old Church Slavonic which had been kept in the manuscripts of the Vernadsky National Library of Ukraine in Kiev (F. 306 (Kyiv-Pechersk Lavra) № 337), seems to have never been transcribed and published before. After having compared both versions, the author concludes that the Moscow version has a more elaborate rhetorical style. The “Epigram” was written on the occasion of Peter I’s first visit to the Greek-Slavic school of the Leichoudes brothers at the Epiphany monastery (1685–1687), the predecessor of the Slavic-Greek-Latin Academy.