Connecting Greek and Canadian Schools through an Internet-based Sister-class Network

Skourtou, Eleni

doi:10.1080/13670050208667748

Cited by 13 publications

(4 citation statements)

References 6 publications

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“…There are 'English language dominance' dangers for bilingual education and issues surrounding equality of access to information technologies for language minority students. But there are also many potential opportunities such as e-books, machine translation, voice recognition, WebTV, international e-mailing and text messaging (Bishop, 2000;Skourtou, 2002). Close to completion is the integration of speech recognition that turns spoken words into text, a machine translator that converts the text from one language to another, and a speech synthesizer that turns the text back into audible words.…”

Section: New Directionsmentioning

confidence: 99%

6. Education as a Site of Language Contact

Baker¹

2003

Ann Rev Appl Linguist

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This chapter reviews the multidimensional research on bilingual education, covering contexts where bilingual children are in transitional classrooms as well as schools where curriculum content is experienced in two (or more) languages. Bilingual education has become a major tool in language reversal planning, since language transmission within families within minority languages typically provides a considerable shortfall in language reproduction. To play its part in language reversal, bilingual education needs to show its relative effectiveness, both as an educational approach and for language maintenance planning. Immersion and dual language approaches have increasingly demonstrated such success. However, bilingual education is neither a universal panacea for language planners, nor is it effective purely due to dual language classroom approaches, as recent research reveals. Such research locates the political nature of bilingual education, not only at the level of policy making, but also in qualitative research in classrooms. It illuminates how language and literacy practices can latently legitimate and reproduce unequal relations between language majorities and minorities. Emerging directions in bilingual education research include trilingual education, the bilingual education of deaf students, the consequences of information technologies for bilingual classrooms, and the effect of the internationalization of English on language contact in schools. This reflects an international interest for research at the varying levels of philosophy, policy, provision, practice, and not least the politics of education as a site of language contact.Research on education as a site of language contact has become multidimensional and multidisciplinary. 1 Such research includes sociolinguistics and psycholinguistics, philosophy and pedagogy, classroom practice and provision, local and national policy formulation, and not least ideology and politics. Bilingual education (used in its widest sense) is not just about a school with a dual language policy, provision for children who speak an immigrant or minority indigenous language, or how two languages are distributed in teaching and learning in classrooms. Bilingual education is a central part of national or regional language planning that, on some occasions, seeks to assimilate indigenous and immigrant minorities, or integrate newcomers or minority groups. On other occasions, bilingual education is a major plank in language revitalization and language reversal (e.g., 96 COLIN BAKER

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Section: New Directionsmentioning

confidence: 99%

6. Education as a Site of Language Contact

Baker¹

2003

Ann Rev Appl Linguist

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“…Therefore, the use of the mother tongue is limited to family environment of foreign language students, so that their exposure to the second language do not be affected (Papachristos, 2010;Skourtou, 2011). So, it seems that teachers do not recognize the Cummins's (2005) position about the "common underlying language ability of users", according to which teachers are called to promote the use of the first language (C1), in order students to progress more effectively in second language learning (C2).…”

Section: Discussionmentioning

confidence: 99%

Beliefs and attitudes of teachers of secondary education regarding the teaching of modern Greek as a foreign language, and the role of ICTs

Geroula Maria

2023

Magna Sci. Adv. Res. Rev.

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This research focuses on attitudes and beliefs of professors of secondary education regarding the teaching of Modern Greek as a second/foreign language to students. Initially, are mentioned the multiculturalism models and the basic principles of intercultural education. It is very important to distinguish the mother language (L1) from second (L2) and foreign (FL) language and to find the factors that influence their acquisition or learning. In the research part, is described the research methodology and the main purpose of research. More specifically, the sample of survey was 70 professors of Greek language and the research tool was the questionnaire. The attitudes of teachers are investigated with correlation to gender, level of education and years of teaching experience. Finally, follows the results in comparison with the results of other similar researches. Although teachers seem to support and apply to a large extent effective teaching practices for an intercultural education, do not seem to feel ready to support non-native speaker students in learning Greek. Therefore, it is necessary to be made radical changes to educational system in order to tackle assimilation and help teachers have confident to promote a real multicultural education.

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“…An example is then provided based on interaction between language learners in an Australian high school and native speakers in a high school in Japan using an online discussion forum or online bulletin boards. Tasks were theoretically based and activated prior knowledge (Skourtou, 2002). Findings from this project suggest that while technology brings various affordances, the environment seems to determine the degree to which these technological affordances are applicable.…”

mentioning

confidence: 99%

Review of Computer-Assisted Language Learning: Diversity in Research and Practice edited by Glenn Stockwell, Cambridge University Press, 2012, ISBN: 9781107016347. 228 pages.

Lomicka

2014

ReCALL

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Connecting Greek and Canadian Schools through an Internet-based Sister-class Network

Cited by 13 publications

References 6 publications

6. Education as a Site of Language Contact

6. Education as a Site of Language Contact

Beliefs and attitudes of teachers of secondary education regarding the teaching of modern Greek as a foreign language, and the role of ICTs

Review of Computer-Assisted Language Learning: Diversity in Research and Practice edited by Glenn Stockwell, Cambridge University Press, 2012, ISBN: 9781107016347. 228 pages.

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