Academic literature on the topic 'Greek language, Modern Gender Study and teaching'
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Journal articles on the topic "Greek language, Modern Gender Study and teaching"
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Kavčič, Jerneja, Brian Daniel Joseph, and Christopher Brown. "Teaching Modern Greek to Classicists." Keria: Studia Latina et Graeca 22, no. 2 (December 28, 2020): 119–39. http://dx.doi.org/10.4312/keria.22.2.119-139.
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The ideology of decline is a part of the history of the study and characterization of the Greek language from the Hellenistic period and the Roman Atticist movement right up to the emergence of katharevousa in the 19th century and the resulting modern diglossia. It is also clear, however, that there is an overwhelming presence of Ancient Greek vocabulary and forms in the modern language. Our position is that the recognition of such phenomena can provide a tool for introducing classicists to the modern language, a view that has various intellectual predecessors (e.g., Albert Thumb, Nicholas Bachtin, George Thomson, and Robert Browning). We thus propose a model for the teaching of Modern Greek to classicists that starts with words that we refer to as carry-overs. These are words that can be used in the modern language without requiring any explanation of pronunciation rules concerning Modern Greek spelling or of differences in meaning in comparison to their ancient predecessors (e.g., κακός ‘bad’, μικρός ‘small’, νέος ‘new’, μέλι ‘honey’, πίνετε ‘you drink’). Our data show that a beginners’ textbook of Ancient Greek may contain as many as a few hundred carry-over words, their exact number depending on the variety of the Erasmian pronunciation that is adopted in the teaching practice. However, the teaching of Modern Greek to classicists should also take into account lexical phenomena such as Ancient-Modern Greek false friends, as well as Modern Greek words that correspond to their ancient Greek predecessors only in terms of their written forms and meanings.
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GOLOB, Nina. "Foreword." Acta Linguistica Asiatica 7, no. 2 (December 29, 2017): 5–6. http://dx.doi.org/10.4312/ala.7.2.5-6.
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Yet another year has come to its end. It brought us some new ideas and we have spent several months in preparations to realize them.The greatest change is that we may be expecting the new ALA issue within a month, in January 2018 already. From the year to come, we will still be publishing two issues per year, with the winter issue published in January coming first. The second issue will be the summer issue, published in July. At this opportunity we would like to express our gratitude to all the authors in the ALA journal, and alongside send out our call for new articles. All the rest of the changes might only be noticed by our regular readers, while newcomers will hopefully find our e-journal competent, functional, and user friendly. This number of the ALA journal is mostly dedicated to the area of translation studies, however, also contains three interesting works on language. Wing Bo Anna TSO in her work “Repressed Sexual Modernity: A Case Study of Herbert Giles’ (1845 - 1935) Rendition of Pu Songling’s Strange Stories from a Chinese Studio (1880) in the Late Qing” attempts the literary-cultural approach and investigates the lost in translation. She focused on examining gender ideologies in the original and translated work to find out that transgressive gender views get strongly repressed in Giles’ English rendition.A similar thought, namely the importance of the cultural background of the text in translation is stressed in the article “Metaphor in Translation: Cognitive Perspectives on Omar Khayyam’s Poetry as Rendered into English and Kurdish”, written by Rahman VEISI HASAR and Ehsan PANAHBAR. As metaphors as cognitive phenomena can not be relegated to linguistic expression only, the research findings reveal that translators have mostly been successful in translating metaphors dependent on shared cultural models, however, have failed to recreate metaphors dependent on non-shared cultural models.Difficulties in translating metaphors were also experienced by Eva VUČKOVIČ and Byoung Yoong KANG, who in their article “Prevajanje Ko Unove poezije iz korejščine v slovenščino” address several major problems they have encountered when translating poetry from Korean into Slovene. The aricle is written in Slovene and is a pionieering work on translation studies from Korean into Slovene.Lija GANTAR wrote an article “Ancient Greek Legend in Modern Japanese Literature: ‘Run, Melos!’ by Dazai Osamu” in which she discusses how the Japanese author managed to retell a Western literature story in a way to succesfully make it a part of the Japanese literature. The following three articles refer to language. Sweta SINHA in her article “Fuzzy Logic Based Teaching/Learning of a Foreign Language in Multilingual Situations” managed to incorporate the concept of Fuzzy Logic (FL), which primarily gained momentum in the areas of artificial intelligence and allied researches, into a foreign language classroom. She describes language pedagogy as more real-like when observed through the lens of fuzzy logic and fuzzy thinking, and claims that in that way language interference is more of a resource than a challenge.Now already a sequential work on adjective distribution was contributed by LI Wenchao, who wrote the article “Revisit Adjective Distribution in Chinese”. In it the author re-classifies Chinese monosyllabic adjectives and verbs in light of ‘scale structure’ and examines how various adjectives are associated with different scalar layers of verbs. Finally, an interesting project report on the development of early Persian vocabulary in the process of first language acquisition was written by Hajar SHAHHOSEINI. The report is entitled “Investigation of Early Vocabulary Development of a Persian Speaking Child at Age 2 Years Old in Iran”.Editors and Editorial Board thank all the contributors to this volume, and wish the regular and new readers of the ALA journal a pleasant read full of inspiration.
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Kavčič, Jerneja. "The Representation of Modern Greek in Ancient Greek Textbooks." Journal for Foreign Languages 12, no. 1 (December 23, 2020): 75–93. http://dx.doi.org/10.4312/vestnik.12.75-93.
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Focusing on Agnello and Orlando (1998), Elliger and Fink (1986), Weileder and Mayerhöfer (2013), Mihevc-Gabrovec (1978) and Keller and Russell (2012), I discuss attempts at introducing elements of Modern Greek into teaching its ancient predecessor. My analysis, which is based on the etymologies of LKN (Λεξικό της Κοινής Νεοελληνικής), shows that approximately half of the words in the textbooks investigated in this study retain the same written forms and meanings in Modern Greek as in Ancient Greek; the term word in this analysis subsumes headwords introducing lexical entries. On the other hand, words with the same written forms and different meanings in Ancient and Modern Greek are significantly less frequent, accounting for 5 to 11% of all words in the textbooks. Furthermore, these textbooks contain between 12 and 16% of words that retain the same meaning in Ancient and Modern Greek, and also show significant formal change. As a result, their written forms are different in Ancient than in Modern Greek. It is also found, however, that at least some inflected forms of the words belonging to the latter class retain in the modern language the same written forms and meanings as in Ancient Greek. These data suggest that it is possible to introduce elements of Modern Greek into teaching its ancient predecessor without drawing attention to grammatical and semantic differences between Ancient and Modern Greek. Based on these data I also evaluate at the end of the article existing attempts at incorporating elements of Modern Greek into teaching the ancient language.
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Tziovas, Dimitris. "The study of modern Greece in a changing world: fading allure or potential for reinvention?" Byzantine and Modern Greek Studies 40, no. 1 (April 2016): 114–25. http://dx.doi.org/10.1017/byz.2015.12.
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Periodically reviewing developments in a subject area and reflecting on the past and future directions of a discipline can be useful and instructive. In the case of Modern Greek Studies, this has rarely been done, and most of the reviews of the field come from USA.1So I take this opportunity to offer some thoughts on what has propelled changes in the field over the last forty years, on the fruitful (and occasionally trenchant) dialogue between Neohellenists inside and outside Greece and on the future of modern Greek studies as an academic discipline. During this period modern Greek studies have flourished with a number of new trends, debates and scholarly preoccupations emerging. At the same time many research students received their doctorates from departments of Modern Greek Studies, particularly in the United Kingdom, and were subsequently appointed to teaching posts at Greek, Cypriot or other European, American and Australian universities. Modern Greek departments in the UK have often been the driving force behind the discipline since the early 1980s. New approaches were introduced, challenging ideas were debated and influential publications emerged from those departments, which shaped the agenda for the study of modern Greek language, literature and culture. It should be noted that the influence of those departments in shaping the direction of modern Greek Studies has been out of all proportion to the number of staff teaching in them.
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Al-Ghasab, Ghazil Bader. "Reality of Using Modern Teaching Methods in Teaching English Language among Teachers." International Journal of Education in Mathematics, Science and Technology 10, no. 2 (March 5, 2022): 512–27. http://dx.doi.org/10.46328/ijemst.2411.
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The study aimed to reveal the reality of using modern teaching methods in teaching the English language by teachers and the differences according to the variables of gender, years of experience, and academic qualification. In this descriptive study, the study sample consisted of (239) male and female teachers selected from Mubarak Al-Kabeer region in the State of Kuwait. A questionnaire was used for data collection. The results showed that the reality of using modern teaching methods in teaching the English language among teachers came moderately. The direct, communicative, and audio-linguistic methods obtained the highest means in their use by teachers. It was also showed that there were statistically significant differences in the reality of using modern teaching methods in teaching the English language among teachers due to the variables of years of experience and in favor of the category of more than 10 years and academic qualification in favor of the postgraduate category. In addition, there were no statistically significant differences due to the gender variable. The study recommended the necessity of training and qualifying teachers on how to use modern teaching methods in teaching the English language in Kuwait.
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Paradia, Maria, Sotirios Glavas, Napoleon Mitsis, Athanassios Kyriazis, Haido Samaras, and Kostas Aggelakos. "Exploitation of Information and Communication Technologies relating to the instruction of the subject of Modern Greek Language in Greek Junior High schools: Ideas and attitudes of teachers (philologists)." Παιδαγωγικά ρεύματα στο Αιγαίο 5, no. 1 (August 14, 2022): 38–50. http://dx.doi.org/10.12681/revmata.31095.
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Modern technologies have permeated all areas of human life, education being one of them. As in any wide-scale process, one has to consider the total extent of benefits it offers and difficulties it leads to; using the Information and Communication Technologies (ICT) for teaching and learning is no exception. A research team by members of the Greek Pedagogical Institute and the teaching staff of Greek Universities carried out a study in the academic year 2008-09 in the districts of Attica and Thessaloniki, concerning the subject of Modern Greek in Junior High schools (gymnasium). The purpose was to investigate the extent to which the affordances of ICT have been exploited during the instruction of Modern Greek in Junior High School (years 12-15) through the use of the new textbooks that include activities based on the integration of ICT. The present article describes the section of the research that was carried out with the aim of determining to which degree teachers (philologists) made use of these activities. The study also aimed at investigating their opinions and attitudes towards the use of ICT for the support of the Modern Greek Language course and their proposals for increased exploitation of ICT in this subject.
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Alexopoulos, Christos, Anastasia G. Stamou, and Penelope Papadopoulou. "Gender Representations in the Greek Primary School Language Textbooks: Synthesizing Content with Critical Discourse Analysis." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 257–74. http://dx.doi.org/10.46328/ijonses.317.
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School textbooks are media of communicating a large amount of knowledge and teachers rely their teaching practices and schedule their instructions upon them. Except for knowledge on school subjects, textbooks also promote various ideological messages, including gender representations. This study explores gender representations in the Greek primary school language textbook addressed to the first grade, which is currently being taught. For this purpose, Content Analysis and Critical Discourse Analysis are employed in synergy, as Content Analysis on its own is insufficient to fully explore gender representations and the ideologies of school textbook discourse. The results showed clearly that traditional gender representations are reproduced in the particular textbook, by presenting men dominating in the public sphere, and leading women’s lives and their families.
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Meluzzi, Chiara. "Pragmatic use of ancient greek pronouns in two communicative frameworks." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 3 (September 1, 2016): 447–71. http://dx.doi.org/10.1075/prag.26.3.05meh.
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This paper deals with the use of personal pronouns (PPs) in Ancient Greek in two Aristophanes’ comedies (i.e. Lysistrata and Ecclesiazusae). The main purpose of this study is to show that Ancient Greek PPs often have a pragmatic function, in particular linked to the speaker’s communicative goals. The analysis highlights the presence of a gender-related distribution and a context-dependent use of personal pronouns. In particular, male characters prefer 1st person singular pronouns, whereas female characters use more 1st person plural pronouns with an inclusive value. Moreover, in two communicative frameworks it is possible to notice how PPs are used for their value of membership categorization. In this respect PPs can be considered possible markers of autonomía or afiliación (see Bravo 1999). Some peculiar instances of referential ambiguities concern in particular the use of 1st and 2nd person plural pronouns in both comedies.The analysis shows that use of Ancient Greek PPs varies according to gender and context. Moreover, it is clear that in both comedies this variation should be explained mainly as a pragmatic strategy of membership categorization, thus showing instances of non-prototypical uses of PPs similar to other languages (e.g. Spanish, English, Modern Greek).
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Klochko, T., and A. Yashchenko. "Feminitives in teaching Ukrainian as a foreign language." Teaching languages at higher institutions, no. 39 (December 30, 2021): 57–70. http://dx.doi.org/10.26565/2073-4379-2021-39-04.
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The article is devoted to the development of a methodology for teaching feminitives of the Ukrainian language to foreign students. The authors analyze the structure of modern feminitives in the Ukrainian language, select units for training, and propose exercises to consolidate knowledge of the learned material. The problem of the formation of feminitives in different languages is relevant in connection with democratic social processes. Another area of study of feminitives concerns their structural features. The problem of the formation and functioning of feminitives is closely related to the phenomenon of linguistic political correctness in the use of gender-labeled words (especially the names of professions), the problems of word formation, and intercultural differences in the use of gender-neutral and gender-labeled words. The relevance of the work is due to the lack of development of a methodology for teaching feminitives in Ukrainian as a foreign language. Vocabulary plays an essential role in teaching the Ukrainian language to foreign students. The systematic accumulation and expansion of vocabulary are one of the main tasks during language learning. The general derivational tendencies of the development of feminitives of the Ukrainian language are: increasing the productivity of the suffixal way of the derivation of feminitives; updating and expanding the word-formation base of feminitives, especially through numerous borrowings; archaization of some derivational types of feminitives; activation of previously unproductive types; the spread of feminitives in the professional sphere to designate women by position, specialization, by type, place of activity, success, achievements, etc. Modern changes in society necessitate a more attentive approach to the selection and presentation of vocabulary and educational texts to a foreign audience. The language is constantly changing, which means that constant updating of educational materials is required as an important tool in the language environment for foreigners to familiarize themselves with the picture of the world of its native speakers. In this sense, the role of the authors of manuals and teachers of Ukrainian as a foreign language has been increasing, as they introduce foreigners to the modern Ukrainian picture of the world through the prism of their own perception.
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Holmes-Henderson, Arlene. "Teaching Latin and Greek in Primary Classrooms: the Classics in Communities Project." Journal of Classics Teaching 17, no. 33 (2016): 50–53. http://dx.doi.org/10.1017/s2058631016000131.
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The Classics in Communities project (http://classicsincommunities.org/) is a partnership between members of the University of Oxford, the University of Cambridge and the Iris Project. It was set up in response to the primary curriculum reforms which were implemented in England from September 2014. In the Key Stage 2 (KS2) Languages curriculum policy, for the first time, Classical Greek and Latin can be chosen for study by pupils aged 6-11 in place of a modern language. The project particularly targets schools where Classical languages have not previously featured on the curriculum. It has twin aims: to equip teachers in primary schools with the skills and knowledge necessary to teach these languages; and to conduct parallel research to determine the impact of Classical language learning on children's cognitive development.
Dissertations / Theses on the topic "Greek language, Modern Gender Study and teaching"
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Karatsareas, Petros. "A study of Cappadocian Greek nominal morphology from a diachronic and dialectological perspective." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/240609.
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In this dissertation, I investigate a number of interrelated developments affecting the morphosyntax of nouns in Cappadocian Greek. I specifically focus on the development of differential object marking, the loss of grammatical gender distinctions, and the neuterisation of noun inflection. My aim is to provide a diachronic account of the innovations that Cappadocian has undergone in the three domains mentioned above. !ll the innovations examined in this study have the effect of rendering the morphology and syntax of nouns in Cappadocian more like that of neuters. On account of the historical and sociolinguistic circumstances in which Cappadocian developed as well as of the superficial similarity of their outcomes to equivalent structures in Turkish, previous research has overwhelmingly treated the Cappadocian developments as instances of contact-induced change that resulted from the influence of Turkish. In this study, I examine the Cappadocian innovations from a language-internal point of view and in comparison with parallel developments attested in the other Modern Greek dialects of Asia Minor, namely Pontic, Rumeic, Pharasiot and Silliot. My comparative analysis of a wide range of dialect-internal, cross-dialectal and cross-linguistic typological evidence shows that language contact with Turkish can be identified as the main cause of change only in the case of differential object marking. On the other hand, with respect to the origins of the most pervasive innovations in gender and noun inflection, I argue that they go back to the common linguistic ancestor of the modern Asia Minor Greek dialects and do not owe their development to language contact with Turkish. I show in detail that the superficial similarity of these latter innovations’ outcomes to their Turkish equivalents in each case represents the final stage in a long series of typologically plausible, language-internal developments whose early manifestations predate the intensification of Cappadocian–Turkish linguistic and cultural exchange. These findings show that diachronic change in Cappadocian is best understood when examined within a larger Asia Minor Greek context. On the whole, they make a significant contribution to our knowledge of the history of Cappadocian and the Asia Minor Greek dialects as well as to Modern Greek dialectology more generally, and open a fresh round of discussion on the origin and development of other innovations attested in these dialects that are considered by historical linguists and Modern Greek dialectologists to be untypically Greek or contact-induced or both.
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Skoupra, Aikaterini. "The teaching of modern Greek in South African secondary schools." Thesis, 2014. http://hdl.handle.net/10210/12523.
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M.A. (Greek)In the current research our interest lies in the teaching of Modern Greek in South African secondary schools. That is why we initially researched the South African and the Greek educational policies. In the first chapter we explored the social background on which contemporary South African educational policy is founded. In the Post–Apartheid society of this country, schools did not consist of students speaking the same language. As a result, one of the South African educational policy pursuits was the recognition and enhancement of multilingualism. This resulted from the social orientation towards respect of one’s right to be different. Within this framework, teaching Greek in the South African educational system as a second additional language, was established. This fact upgraded the position of the Greek language placing it amongst the South African educational subjects and offering to high school students a powerful motif to learn it, especially the ones of Greek origin. To the teaching of Greek in South Africa special consideration was given by both the Greek communities and the Greek government. This is the reason why we studied the Greek educational policy for the Greeks of the diaspora and why we examined the way in which this policy influences the teaching of the Greek language, in chapter two. Thus, we understood that the basic principles and the values promoted through the legislation of both countries, Greece and South Africa, as far as their teaching policies are concerned, coincide in showing respect to the human being. The right to be different is also a common value in both Greek and South African educational policies. Furthermore, there is no difference of methods to be followed, as far as the teaching of languages is concerned. Later though, analyzing the most recent Greek legislation on the diaspora education, we have noticed changes on the support of educational units. Thus, in fact, while the regulations regarding the support, both in equipment and by sending teacher to the diaspora, are maintained as far as South Africa is concerned, the support from the Greek government to the communities as such for the teaching of Greek became more limited.
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Kougioulis, Dimitrios. "The image of Greece and Hellenism as presented in the two main series of manuals for Greek diaspora pupils." Thesis, 2012. http://hdl.handle.net/10210/7205.
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M.A.The school constitutes the main institution, to which modernsocieties assign the systematic socialization of each new generation. Indubitably the school handbook constitutes the basic tool in this process, as it is the main means of teaching and its use is more frequent than all the other means. In particular the books that are used for the teaching of the Greek language to Greek children abroad (outside mainland Greece) function, with their content and with their appearance, as ambassadors of Greece abroad. The analysis and evaluation of these books provide important information on the ideology, the cultural identity, the culture and the total experiences of learning by the scholars. Recognizing, therefore, the role, the big value and also the power that school handbooks have, in the molding and the behaviour of young scholars, I truly consider my Post-graduate work, interesting. It has as its subject: "The image of Greece and hellenism as presented in the two main series of manuals for Greek diaspora pupils", both of which are used for the teaching of the Greek language to Greek children abroad". The series "I LEARN GREEK" constitutes a production made possible through the collaboration of the Pedagogical Institute of Greece and the Greek Orthodox Archdiocese of North America.It was published in 1993 and it is addressed to scholars aged 6 to 14 years, who are taught the Greek language in various types of schools in the USA. In practice, however, Greek schools worldwide use the series. The series "THINGS AND LETTERS" is a production of the University of Crete. It was first published on an experimental basis in 1999 and is addressed to Greek children of the Diaspora. The purpose of the present postgraduate study was to seek out how Greece and Hellenism are presented in the contents of the above-mentioned series of instruction material. The question that occupied me was whether the particular series of books accomplished, through the teaching of the language, the transfer to young scholars of 571 elements of Geography, Greek history, of Greek culture, Greek tradition, cultural heritage, orthodoxy, daily reality of modern Greece. The final aim was to find the messages that the scholars receive and the picture that forms in their minds of Greece and Hellenism on finishing their schooling and having being taught Greek with either series even if they have never visited Greece. The first part of my work constitutes the theoretical part of my study and is constituted of two chapters. The first chapter is an introductory study whilst the second refers to Greek migration and the Diaspora and later to the Greek speaking education abroad. Reference is made to the aims, the forms, the institutions, and the means of support of Greek education abroad and includes a historical review of the implementation of Greek-speaking education as organized from Greece. In this chapter also mention is made of the Greek School abroad, the teaching personnel, the student population, the role of the parents and local Greek Communities. Special reference is made, naturally, to Greek-speaking education in South Africa. The second part of my work consists of tables and statistical charts totaling, roughly 350 pages. Here there is a record of all references that are contained in the series "I LEARN GREEK" and "THINGS AND LETTERS" that have connection or relation with Greece and Hellenism and are classified in eight (8) broad categories. The categories are: Greece as a holiday destination Religion Cultural identity Hellenism abroad (Outside Greece) Geography Modern Greece
Books on the topic "Greek language, Modern Gender Study and teaching"
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Tsolakēs, Christos. Apo ta grammata stē glōssa: Poreia pros ton epikoinōniako logo. Thessalonikē: Vanias, 1995.
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Gavriēlidēs, Iōannēs N. Hē aneparkeia tēs Hellēnikēs glōssikēs epistēmēs. Athēna: Ekdoseis El-Ro, 1997.
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Complete Greek. [Chicago]: McGraw-Hill, 2010.
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Complete Greek. London: Teach Yourself, 2010.
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Roussou, Maria. Greek outside Greece II. Athens: Diaspora Books for the Greek Language Research Group in collaboration with Interworld Publications, 1990.
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D, Paganos G., and Palamas Kōstēs 1859-1943, eds. Ho ekpaideutikos dēmotikismos kai ho Kōstēs Palamas. Athēna: Ekdoseis Patakē, 1994.
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Spoken Greek. 2nd ed. Ann Arbor: University of Michigan Press, 1992.
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A, Nairn G., ed. Greek through reading. Bristol: Bristol Classical, 1988.
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Charalampakēs, Christophoros. Glōssa kai ekpaideusē: Themata didaskalias tēs Neoellēnikēs glōssas. Athēna: Gennadeios Scholē, 1994.
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honouree, Mētsēs Napoleōn 1946, and Androulakēs Giōrgos editor, eds. Glōssikē paideia: 35 meletes aphierōmenes ston kathēgētē Napoleonta Mētsē. Athēna: Ekdoseis Gutenberg, 2015.
Find full textBook chapters on the topic "Greek language, Modern Gender Study and teaching"
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Lerner, Robert E. "Old Posen and Young Ernst." In Ernst Kantorowicz, 8–22. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691183022.003.0002.
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This chapter details the family and early life of Ernst Kantorowicz. Born in 1895, Kantorowicz was the youngest of three siblings. His parents believed that teaching him English was essential, based on the presumption that he would be engaged in trade. Thus, they gave him to the care of an English governess until he was twelve, and he learned to speak English well enough to be able to lecture in that language at Oxford in 1934. In the spring of 1901, when he was six, he entered a local municipal “middle-school for youths,” which he attended for three years. From the middle school he proceeded to the Royal Auguste-Viktoria Gymnasium, an all-male school that required the intensive study of Latin and Greek plus one modern language, which in Kantorowicz's case was French.
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Martos, Svitlana, Svitlana Klymovych, and Olena Karabuta. "AltspaceVR IN DISTANCE EDUCATION OF PHILOLOGY STUDENTS." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-10.
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Today, virtual and augmented reality is being introduced into various professional fields, including the educational process. Virtual reality technology makes it possible to immerse people in a simulated virtual world and makes communication much easier, because it is a spatially entertaining form in which each user-visitor can create not only their own image, shape or choose the environment and so forth. The study demonstrates with concrete examples the possibilities of using the AltspaceVR platform in teaching educational disciplines, turning an ordinary educational process into a fascinating journey. The authors of the publication (Associate Professors of the Department of Ukrainian Philology and Journalism of Kherson State University) shared their experience in the pilot mentoring programme for teachers of higher education institutions «New Tool ‒ New Opportunities: AltspaceVR» initiated by the «Learn and Differentiate: Infomedia Literacy» project team, which is implemented by the International Research and Exchanges board (IREX) and supported by the US and UK Embassies in partnership with the Ukrainian Ministry of Education and Science and the Academy of Ukrainian Press. Using the example of the information zone «Gender Stereotypes» of the educational discipline «Gender Linguistics», presentation of the educational discipline «Language Self-Branding of Modern Specialist», announcement of the educational discipline «Language Portrait of the City», the teachers demonstrate the possibilities of using AltspaceVR platform as an informational and educational environment. The authors argumentally prove that in distance learning mode, working in a virtual reality game environment today becomes not only a reality but also a necessity. The use of AltspaceVR as one of the latest technologies in teaching is quite reasonable. The AltspaceVR platform allows participants of the educational process to realize the same opportunities and get the same impressions as when participating in a real (traditional) event without leaving home. The main advantage of using the AltspaceVR platform in distance learning is its interactivity, which prevents the learning process from becoming boring. In contrast to Zoom and other platforms, there is an opportunity to involve participants as much as possible, for instance through role playing, games, etc. The effective implementation of virtual reality technologies, in particular the use of the AltspaceVR platform in the educational process, has a powerful potential to form an individual with a high level of digital literacy, capable of learning, communication and collaboration. The academic freedom of the teacher allows to define the tool of digital learning and part of its implementation in the educational process. A relevant issue today is the teacher’s workload, since modelling the artificially created world on the AltspaceVR platform for classes is quite time-consuming. And, of course, mastering the latest information and communication technologies requires new competencies and a high level of teacher’s digital literacy. Consequently, the question of training teaching staff to realize distance learning, who would be able to support the full cycle of organizing the educational process, needs to be solved.