e-lingua franca 4 june 2009

8/14/2019 e-Lingua Franca 4 June 2009

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First administration of Michigan

State Universitys examinations

in Greece a success!

Dr Rodney Coules _ . 4

Aheadbooks and black cat join

forces

_ . 5

APLF:

2009

_ . 6

Learning Difficulties

. _ . 8

Using DVD Video in the

classroom

Eftichis Kantarakis _ . 10

fi;K TEOS _ . 14

fi ISO

9001:2008

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MUNDO ESPANOL ediciones_ . 18

Enseigner le Franais Langue

Etrangre Enjeux actuels-

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The first administration of Michigan State Universitys examination

for the Certificate of English Language Competency (MSU-CELC) was

held on 4th April, 2009 at Anatolia College with candidates reporting for

the examination from various parts of Northern Greece including

Alexandroupolis, Chalkidiki, Drama, Grevena, Kilkis, Kozani, Serres,

Skydra ,Thessaloniki and Veria. This new ASEP-approved examination at

the B2 level of the CEFR will be offered twice a year with the next

administration scheduled for 5th December of this year.

Dr. Susan M. Gass and Dr. Daniel J Reed of the English Language

Center at Michigan State University were present to oversee all the parts

of the examination, which were administered on the same day. Most

candidates reported finding that the examination lived up to their

expectations, and several school owners, many of whom had attended

one of the 7 workshops conducted in Alexandroupolis, Kozani, Larissa

and Thessaloniki prior to the examination, have been enthusiastic in

their praise of the examination and its smooth administration.

Among the many acknowledgements received from language

school owners and teachers whose candidates participated in the

examination was the following:

I have just received the results on the MSU test and communicated

them to enthusiastic parents! I wish to extend my congratulations and

warmest thanks to you for an impeccable organization .My students

told me about the warm and kind reception

they had from you on the day of the

examination and how they felt at home in the

examination room. I wish to extend my

thanks to the administrative staff for their

understanding and cooperation and the help

they gave me and to congratulate them as

well. I am looking forward to the next

examination period and my students arecoming in numbers for the proficiency exam

too!

Results for the examination were

received as expected approximately 30 days

after the administration on 5th May and were

announced to school owners and candidates

two days later. Issuing of certificates and

score reports for the examination began on

25th May.

Anatolia College and Michigan State

University look forward to continued support

from the language teaching community inGreece of their efforts to provide tests that

are both user-friendly and reliable.

First administrationof Michigan State

Universitys

examinations in

Greece a success!

[ fi fi ]04

IOYNIO 2009

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[ fi fi ] 05

IOYNIO 2009

Aheadbooks publications, introduced itself into the ESL community

about 4 years ago, bringing high quality publications, into the English

language teaching world. Its rapid approval from many well established

institutions, throughout Greece and internationally, led to the exclusive

partnership with a leading publishing house Black Cat.

Aheadbooks and Black Cat have teamed up to bring you top quality

books at affordable prices. Their book catalogue includes all Cambridge

course and exam practice material ranging from YLE, to FCE. They also

carry a f ine selection of Grammar ser ies, as well as v ar ious

supplementary materials for all subjects.Last but not least,the vast

selection of Black cat readers,considered to bethe best on the market.

For any further information or to request a complementary

catalogue please contact at [email protected] or 210 57 40 892.

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14 - . 210-9955162 4 - . 210-6844417

fi 54-56 - . 210-4942302 24 & - . 2310-224732

AHEADBOOKSAND

BLACK CAT

JOIN FORCES

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APLF:

2009


7/21


8/21

When we talk about Learning Difficulties, we often refer to

dyslexia, dysgraphia and dyscalculia since these ones are the most

frequently diagnosed by specialists

(psychologists/neurologists/special educators).

It is worth pointing out that Learning Difficulties should not be

confused with learning problems which are primarily the result of

visual, hearing, or motor handicaps. Specific Learning Difficulties

are not associated with mental retardation and/or neurological or

emotional disturbances. They are not the result of family or social

deprivation although they are highly associated with both of

them.

The most frequently displayed symptoms of children with learning

difficulties are the following

Short attention span

Poor memory

Difficulty following directions

Inability to discriminate between/among letters, numerals, or

sounds

Poor reading and/or writing ability

Eye-hand coordination problems

Difficulties with sequencing

General disorganization

To be more specific some of the warning signs of dyslexia are the

following:

Reading and Spelling difficulties

Handwriting issues ( Dysgraphia )

Quality of written work

Directionality issues

Rote memory of non-meaningful facts

Spatial organization

People with dyslexia do not make random reading errors. They

make very specific types of errors. For example, when reading

aloud, they read slow, often ignore punctuation, reverse, invert ortranspose letters.

They become visibly tired after reading for only a short time.

Their reading comprehension may be low due to spending so

LEARNINGDIFFICULTIES.

ARE THEY STRONG

ENOUGH TO DEPRIVE

A PERSON OF SUCCESS? {How prepared are we to oncorporate them in the schoolenvironment?}

.

New York [email protected]

[ fi fi ]08

IOYNIO 2009


9/21

much effort trying to read the words. They substitute similar-

looking words even if it changes the meaning of the sentence.

When reading a story or a sentence, they may substitute a word

that means the same thing but doesn't look at all similar. They

omit, misread or add small words as well. In addition, their written

work shows signs of spelling uncertainty and cross outs.

Every individual with a learning disability is unique and shows a

different combination and degree of difficulties. A common

characteristic among people with learning disabilities is uneven

areas of ability. For instance, a child with dyslexia who struggles

with reading, writing and spelling may be very capable in math and

science.

Generally speaking, people with learning difficulties are of average

or above average intelligence. There often appears to be a gap

between the individuals potential and actual achievement. The

child with learning difficulties is often a smart individual whocomes to school eager to learn and participate. He/she might be a

little over-excited but this is due to the fact that he/she strongly

feels the need to be accepted and loved by his/her teachers and

peers in a specific social environment. Soon enough, he realises

that although he tries hard, he cant reach the level of his

classmates and always encounters failure. This is one of the main

reasons why this child stops trying and develops a very low self-

esteem. He accepts failure as a burden that he is doomed to carry

throughout his school life. He tries to find ways to deal with it. He

either becomes passive and depressed or even becomes

aggressive in a vain effort to persuade everyone around him that

he is not interested in school success. He builds a high wallaround him in order to protect himself from pain. The constant

pain of failure!

This is when the main concern of educators arises. How do we

handle these children who refuse to be helped? How do we make

them be interested in the subject we teach?

The answer is simple. We firstly make them feel needed and

approved.

By telling them that they can become good students we dont

provide them with the tools to handle their difficulties. The next

step is

the creation of an individualised lesson plan based on their needs.

A trap for all educators is to focus on their students weaknesses

and

put aside their students strengths. We should not forget that our

students strengths, which always act as motivating sources,

are the ones that will help us make them interested in learning.

Their self-esteem will be reconstructed on solid foundations since

they will be trained to develop a different opinion about

themselves.

On the other hand, a well-informed teacher is able to understand

his/her students problems and adjust his/her lesson plan to

satisfy all his/her students needs. The lesson should become

interesting, exciting and easy to follow. Everybody should be

involved and leave the classroom feeling that he/she had an

active and important role in it. In other words, the lesson should beturned into an unforgettable experience, a new but at the same

time approachable world ready to be explored.

Students with learning difficulties need multi-sensory teaching

methods. They need strong associations, involvement and

constant motivation.

That makes me wonder though!

Is there a student who doesnt need all these things in order to

excel?

Are traditional teaching methods able enough to make our mixed-

ability classrooms look appeal to all students? Isnt it time we tried

something new, something that would give us excitement, joy,

satisfaction and after all a reason to try harder?

Teaching different students has always been a challenge for

every teacher. The biggest challenge of all though, is to try new

things in the classroom, evaluate new teaching methods and be

ready to face the results of your changes.

A learning difficulty cannot be cured or fixed; it is a lifelong

challenge. However, with appropriate support and intervention,

people with learning difficulties can achieve success in school, inrelationships, and in the community.

Guided by our desire to help all students experience success and

armed with knowledge that derives from lifelong learning, we can

certainly help all our students, with or without learning difficulties

cope with their problems and never allow them to act as an

obstacle to their difficult but unbelievably exciting trip to

knowledge.

[ fi fi ] 09

IOYNIO 2009

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20 I, 12.00 14.00, fi

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www.nyc.gr 210 3225961


10/21

[ fi fi ]10

As teachers we are always looking for ways to make English lan-

guage learning memorable and meaningful. Technology offers us the

opportunity to actively engage students in the English language learn-

ing process by motivating students to interact with the language, there-

by providing the foundation for natural language reproduction. Intro-

ducing DVD / Video in the ELT classroom is one such method.

This is the first of a two-part article that will look at a) the advan-

tages of using DVD / Video as an English language learning tool and b)

some of the methodological alternatives of using this medium in the

ELT classroom.

Why use DVD / Video?

DVD / Video can be made up of non-fictional material like that pre-

sented in the wide range of National Geographic graded readers distrib-

uted by New Editions or of fictional material such as cartoon stories in

courses like World Wonders, the new ABC course by New Editions, both

designed for the purpose of English language learning. Alternatively,

teachers can also utilize authentic DVD / Video material in the class-

room. Whatever the case, the use of this tool adds variety to the tradi-

tional lesson mix and provides a context for language which makes it

come to life, in turn making the language acquisition process more s-timulating and motivating.

The combination of moving pictures with sound makes the com-

munication process more complete. Native speakers are brought into

the classroom providing students with natural models of communica-

tion.

Finally, a large part of communication is non-verbal. In real life, fa-

cial expression, gesture, proximity, posture, eye contact and body lan-

guage all convey meaning. Similarly, aural cues such as sounds and tone

of voice all contribute to meaning and its interpretation. Subsequently,

if we accept that communication is not just about words, then DVD /

Video can be more effective than simply using audio or text in isolation

and as such can be used to enhance students listening, speaking andwriting skills.

How? Lets look at some key techniques used in teaching with

DVD / Video.

Freeze Frame

This technique is simple. Freeze images on the screen by pressing

the pause button. Depending on the frame describe the people or

scene, introduce new vocabulary, make inferences about the charac-

ters habits, livelihood, or economic status from their clothing or physi-

cal shape. The possibilities are endless. Alternatively, use freeze frame

at the point when a character is about to respond to a question; at a cru-

cial moment when he/she must make a statement or react; or when

he/she has an interesting expression on his/her face. Ask students to

predict what he/she will say and do, then release the pause button and

let students compare their answers with what actually happens.

Silent Viewing

There is an infinite amount of information we get visually. For ex-

ample, based on what we see, we make judgments about a persons

age, physical appearance, economic status, and mood; and/or we can

make assumptions about the place and the situation in question. In turn,

watching a DVD / Video with the sound switched off can generate dis-

cussion and in turn, writing.

Through Silent Viewing students gain two major benefits: 1) time in

which to absorb the content of a sequence without the anxiety of hav-ing to understand the language and 2) a chance to fit the language that

they hear on a second viewing into a context. Not surprisingly, their lev-

el of comprehension on the second viewing is greatly superior to that of

a cold first viewing that includes both sound and picture.

Sound Only

While Silent Viewing involves getting v isual information, Sound On-

ly involves listening for aural clues. These include sound effects such as

ambulance sirens, animal sounds, doors slamming, a telephone ringing,

and so forth.

To use this technique, darken or hide the screen. Ask students to

listen to the dialogues and sounds to make predictions about what is

happening: Use prompts such as: Who is speaking? Where are they?What are they doing? Similarly, ask students to describe a character

based on the sound of his/her voice using questions such as: Is he/she

IOYNIO 2009

USING DVD

VIDEO IN THE

CLASSROOM{Technology offers us the opportunity to actively engage

students in the English language learning process by

motivating students to interact with the language}

Eftichis Kantarakis

is an EFL teacher, teacher trainer, ELT

consultant and TESOL GREECEMM/CALL SIG coordinator.

Wiimote Project

Source: www.WiimoteProject.com

. 12


11/21


12/21

[ fi fi ]12

IOYNIO 2009

old, middle-aged or a teenager? Is he/she friendly or unfriendly? and so

on. This technique is particularly useful when you want students to payattention to a small dialogue while avoiding the distraction of any visu-

al activity. Finally, once the image is reinstated on the screen, this can

lead to interesting student observations, especially in those cases

where body and aural language are contradictory. The major advantage

of this method over audiotape is that students can positively confirm

their guesses (or laugh at their mistakes) immediately upon viewing.

Jigsaw Viewing

This technique was very successfully presented by Dimitris Pri-

malis and Linda Manney during the last TESOL Greece Annual Confer-

ence. It is based on the idea that different sets of students will have d-

ifferent and incomplete versions of a story. In order to recreate a com-

plete version of the original story, these different groups will need to

share information.

The classic mode for Jigsaw Viewing requires the ability to divide

the class into two groups. While one group watches the DVD / Video se-

quence with the sound off, the other hears the DVD / Video sequence

with the picture darkened. To guide the respective activity, each group

should be given a set of viewing and listening tasks. This then creates

an information gap. When the two groups come together, the listeners

will lack vital information and must question viewers about the setting,

the characters and the characters actions. Similarly, viewers will need

to question the listeners about vital information that they lack such as

tone of voice, pitch and so on. Sharing information, will in turn recreate

a complete version of the DVD / Video sequence.

Normal Viewing

At first glance, watching a DVD / Video with both the sound and the

picture on does not seem to fit the label of technique. It does, howev-

er, qualify as a technique in an educational sense. You, the teacher, may

choose to show the DVD / Video in this way in order to give your stu-

dents the visual and audio information they need to complete a specif-

ic task. If this is the case, it is best to show very short sequences to y-

our class one to two minutes maximum as the combination of visu-

al and audio can be overwhelming for students. To help students

process the vast amount of information they will encounter, it is advis-

able to create very structured tasks. Create activities that focus stu-

dents attention on a sequence of events, checking off things that they

see, or do not see; listening for paraphrasing; and forming impressions,

all of which can lead to writing assignments. It is also likely that stu-

dents will need a second or even a third viewing so that they can con-

centrate on activities that require recall of specific vocabulary or lan-

guage exchanges. Finally, we mustnt neglect to mention that normal

viewing is the conclusive activity for all techniques presented above.

Apart from its pedagogical value, the use of DVD / Video in the

classroom offers students and teachers a welcome change to standard

lessons and to this extent can be a highly motivational tool. Join me in

the next issue of e-Lingua Franca where I will provide you with a few

more techniques for using DVD / Video in the classroom.

59 - . 210-3215590

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IOYNIO 2009

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[ fi fi ]20

IOYNIO 2009

Enseigner leFranais Langue

EtrangreEnjeux actuels -

Nouveaux dfisL' Association des Professeurs de Franais de

Formation Universitaire, APF fu, avec la collaboration du

Service de Coopration Educative de l' Ambassade de

France, I.F.A., organise, Une Journe d' INFORMATION s'

adressant tous les professeurs de F.L.E. Elle aura lieu le

jeudi 18 juin 2009 l' auditorium de l' Institut Franais d'

Athnes, 31, rue Sina.

ENTRE ET PARTICIPATION GRATUITES

16h15 - 17h15 volution du mtier. Dbat.

Despina MAVROMATAKI

17h15 - 18h00 Programmes Europens (Comenius,

Leonardo, Grundtvig, fi).

Aikaterini TSICHLI et Aikaterini MAKROGKIKA.

18h00 - 18h40 Enseignement en ligne: Une nouvelle

perspective pour la formation des enseignants. tude decas: Les projets de classe pluridisciplinaires et l' action

e-Twinning.

Ioana KOMNINOU, Marie FRENTZOU,

18h40 - 19h00 Activits - Projets extra disciplinaires

( )

Aikaterini TSIRAKOPOULOU

19h00 - 19h30 Pratiques de classe

Concours de francophonie, 1er prix - Arts graphiques

Marie MARI

Activits ludiques et bases sur le vcu,Vasso METHENITI - Athina KARATHANOU

Amiti franco hellnique.

Marie KOTSONI - M. EVRIPIOTI


21/21

La violence en classe

Despina MAVROMATAKI

Le nouveau bureau de l' APF fu, soucieux de poursuivre

et de dvelopper les actions entreprises par le bureau

sortant, organise cette journe d' Information en vue de :

Prsenter et expliquer les spcificits des contextes

d'enseignement et d' apprentissage du franais;

Rendre la communication entre celui-ci et sesmembres, plus efficace et plus transparente ;

largir son audience auprs des enseignants de

franais de tous les niveaux d'enseignement.

Multiples sont les raisons, donc, pour y participer.

Nous devons tous et toutes tre l.

Notre prsence est trs prcieuse.

Venez nombreux!

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e-lingua franca 4 june 2009

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