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Contents
Petros Zagliverinos 3
Editorial
The Association's New Board Make-Up 4
ÕÐÏÌÍÇÌÁ ÔÙÍ ÊÁÈÇÃÇÔÙÍ ÁÃÃËÉÊÇÓ 5 ÄÇÌÏÓÉÙÍ Ó×ÏËÅÉÙÍ ÂÏÑÅÉÁÓ ÅËËÁÄÁÓ
Petros Zagliverinos 8
A Bird's Eye View on Recent Events that our Board Attended
Kalliopi Kiokpasoglou 10
Strengths and Weaknesses of the new Text-Books
Maria Karteri 12
Understanding and Overcoming Intercultural Communication Problems
Theodoros Maniakas 19
Education for Linguistic and Cultural Diversity: Folktales from all over the world
Asimina A. Angelidou 23
Social Influence in Children's Fruit Intake
Kalliopi Kiokpasoglou 27
Ideas that Work Classroom activities for all learning strategies
Every effort has been made to trace the owners of copyright material in this issue, but we shall be pleased to hear from any copyright holder whom we have been unable to contact. If notified, the publisher will attempt to rectify any errors or omissions at the earliest opportunity.
Executive Board
Chair: Petros Zagliverinos
Tel.: +306932420265, e-mail: [email protected], [email protected]
Vice Chair: Christos Dictapanidis
Tel.: +306977026752, e-mail: [email protected] General Secretary: Photeini Yiannitsi
Tel.: +306937337418, e-mail: [email protected] Organising Secretary: Athina Malea
Tel.: +306945001110, e-mail: [email protected] Divisional Secretary: Angeliki Papakyriakou
Tel.: +306982478326, e-mail: [email protected] Treasurer: Charalambos Vardaksis
Tel.: +306972088169, e-mail: [email protected] Public Relations Councillor: Katerina Kikou Tel.: +306945753110, e-mail: [email protected]
3
ISSUES
Vol. 25, June 2010
Editorial
Dear Colleagues, a great big ‘HELLO’ to All of You!It is true that research in Education, Pedagogy, Applied Linguistics and other teacher – pupil related fields will, hopefully, never cease to generate approaches to Language Education. It is, also, true that, of all school subjects, English language instruction has always been geared toward a Whole Person Education. Such holistic learning is further aided today by the extensive implementation of tasks, projects and activities which are informed by both cognitive and social enhancement theories.
Moreover, cultural, social, economic and political factors increasingly influence EFL instruction choices. Such choices are usually urged by the need to reach more effective communicative outcomes within a global community where meaning has to be negotiated and appropriately communicated. Modern pedagogy puts increasing pressure on us, teachers, for higher levels of learner motivation, more learner-centred classroom conditions, more critical thinking from the learners, more active engagement of the pupils in the learning process; greater student enjoyment of their learning, improvement in their self esteem, student autonomy, self evaluation, peer evaluation, collaborative learning, and …the list goes on!
OK! Great! If this is what you want us to be, this is what we will be! After all, we, teachers, are responsible, sensitive and broad-minded people! Beyond any doubt, we are, also, imaginative, versatile, adaptable and inventive! But, for God’s sake! Do GIVE the funds, INVEST in infrastructure, and HELP us to prepare the conditions which are needed for our work: helpful course-books, computers and technical equipment, access to more and better training, interactive whiteboards, classroom internet access and a better work environment!
Isn’t it frustrating how complicated our role as language teachers can be? Stakeholders expect us to be cognitive experts, learning facilitators, meaning negotiators, computer specialists, both friends and authoritarians, plus whatever else each and every one of us can add to this long list of musts for the language teacher!
Definitely, all the above deserve respect and appreciation! But before you – and quite righteously so – send me to play bouzouki in cyberspace, please, listen to this: like each one of you, I’ve got a bag full of tricks to fall back on when things start getting out of hand. Let me reveal some of its contents:
TRICK 1:“All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.” (Aristotle)
TRICK 2:“[Avoid the] use [of] compulsion… but let your children’s lessons take the form of play. You will learn more about their natural abilities that way.” (Plato)
TRICK 3:Socrates and then Archesilaus used to make their pupils speak first; they spoke afterwards. ‘Obest plerumque iss discere volunt authoritas eorum qui docent.’ [For those who want to learn, the obstacle can often be the authority of those who teach] (de Montaigne)
TRICK 4:“I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the practical and factual, in our education, has led directly to the impairment of ethical values. I am not thinking so much of the dangers with which technical progress has directly confronted mankind, as of the stifling of mutual human considerations by a ‘matter-of-fact’ habit of thought which has come to lie like a killing frost upon human relations. Without ‘ethical culture’ there is no salvation for humanity.” (Einstein, 1953)
Frankly, I discover myself to be espousing the view that an evolutionary philosophy of education can largely contribute to overcoming problems with our contemporary teaching / learning system. In the meantime, enjoy reading through the volume you are holding in your hands, and have a GREAT SUMMER!
Petros Zagliverinos
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Vol. 25, June 2010
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Presentation of references: examples of entries (please align left and do not justify) 1. Single author books
Fisher, R. (1995) Teaching Children to Think.Cheltenham: Stanley Thornes. Richards, J.C. (2003) Curriculum Development in Language Teaching.Cambridge:
Cambridge University Press.
Please note: if a second line is needed for any reference entry (be it a book, a published, printed or web article, etc.), indent the second line by five spaces, as shown in the second example above.
2. Dual and triple author books
Richards, J.C. and C. Lockhart (1995) Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
Ausubel, D.P., J.D. Novak, and H. Hanesian (1978) Educational Psychology: A Cognitive View.New York: Rinehart and Winston.
Please note: if there are more than three authors, you must give all the names in the references. You may write first surname and ‘et al’ in your text.
3. Journal articles
Murray, D.E. {2000) Protean Communication: The Language of Computer-Mediated Communication. TESOL Quarterly34 (3): 397-421.
Lamy, M-N. and R. Goodfellow. 1999. Supporting Language Students’ Interactions in Web-based Conferencing. Computer Assisted Language Learning12 (5): 457-477. 4. Articles from edited collections
Patrikis, P.C. 1997. The evolution of computer technology in foreign language teaching and learning. In R. Debski et al. (eds.)Language Learning Through Social
Computing. Melbourne: ALAA, 159-178. 5. Theses and other unpublished sources
Melville, H. (2004) A comparison of the structural approach to world hotel epistolary Englishes and language one. Unpublished Ph.D. Thesis. University of Arizona State, Phoenix.
6. Internet sources
Blommaert, J. (1998) Different approaches to intercultural communication: A critical survey. Paper presented at Lernen und Arbeiten in einer international vernetzten und multikulturellen GesellschaftExpertentagung Universitat Bremen, Institut fur projektmanagement und Witschaftsinformatik. Accessed 16.01.02 at
http://africana.rug.ac.be/texts/publications/janonlineindex.htm
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