Exploring Modern Greek as a Second, Foreign, and Heritage Language: In Greece and Beyond, 2024
The Common European Framework for Languages (CEFR) has had a major impact on language education a... more The Common European Framework for Languages (CEFR) has had a major impact on language education and assessment in Europe and beyond and has influenced, accordingly, Modern Greek (MG) language education. The aim of this chapter is twofold. First, we give an overview of the influence of the CEFR and its Companion Volume (CEFR-CV) on MG language education and assessment, and more particularly, on the planning and development of curricula/syllabi, the design of materials and the definition of standards and examinations for MG as a second language (L2). Secondly, we present a study on MG language teachers’ perceptions regarding the CEFR and CEFR-CV; for the needs of our study, we adapted Díez-Bedmar and Byram’s (2019) questionnaire to collect the necessary data. Our findings show that more than 20 years after its launch, MG language teachers’ knowledge of and familiarity with the CEFR is limited, while the CEFR-CV remains almost unknown to most of them.
Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 2017
Η πρόσφατη προσφυγική κρίση επανέφερε με οξύτητα στην επικαιρότητα το θέμα της γλωσσικής εκπαίδευ... more Η πρόσφατη προσφυγική κρίση επανέφερε με οξύτητα στην επικαιρότητα το θέμα της γλωσσικής εκπαίδευσης των πληθυσμών που αναζητούν καταφύγιο και μια καινούρια ζωή στην Ευρώπη. Η γνώση της τοπικής γλώσσας είναι απαραίτητη για τον πληθυσμό αυτό, προκειμένου να επιτύχει τη βελτίωση της κοινωνικοοικονομικής και επαγγελματικής του κατάστασης. Στην Ελλάδα, τις προηγούμενες δεκαετίες υπήρξε πρόνοια για την γλωσσική εκπαίδευση μεταναστών/ριών από δημόσιους φορείς και ταυτόχρονα από πρωτοβουλίες εθελοντικών ομάδων. Ωστόσο, κατά την πρόσφατη προσφυγική κρίση σημειώνεται δραστηριοποίηση κυρίως ανθρωπιστικών οργανώσεων και εθελοντών/ριών σε αυτόν τον τομέα, ιδιαίτερα σε ό,τι αφορά εφήβους άνω των 15 ετών και ενήλικες.H μελέτη εστιάζει σε περιβάλλοντα μη τυπικής εκπαίδευσης που προσφέρουν δωρεάν μαθήματα γλώσσας σε μετανάστες/ριες και πρόσφυγες 15 ετών και άνω. Στόχος είναι η διερεύνηση: α) του προφίλ και των στόχων των εκπαιδευτών και των μαθητών/ριών, β) των μεθόδων διδασκαλίας, γ) του κλίματος ...
The present study intends to investigate second/foreign language teaching in formal educational s... more The present study intends to investigate second/foreign language teaching in formal educational settings. In particular, it probes into the teachers’ and students’ profiles, the teachers’ goals and challenges, the teaching practices, the educational materials used and the classroom climate in various formal educational settings throughout Greece that offer language education to refugee and migrant children. The data were collected through teacher interviews and classroom observations in the context of the Postgraduate Programme ‘Language Education for Refugees and Migrants’ at the Hellenic Open University and analysed through the content analysis method. According to the results of the study, it was shown that there is great students’ linguistic and cultural diversity making these classrooms really heterogeneous. Simultaneously, it was revealed that most teachers, though they did their best to create a supportive educational environment providing not only knowledge but also psycholo...
One among the main concerns of language testers in the design and implementation of tests is to s... more One among the main concerns of language testers in the design and implementation of tests is to select the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance in testing pedagogy. This study challenges the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements a polychotomous partial-credit scoring system in official tests administered for the Greek State Certificate of Language Proficiency (GSCLP). The MCT items chosen were completed by a total of 1,922 subjects in different levels of the GSCLP test. Results clearly indicate that this scoring procedure provides refined insights to students' interlanguage level and enhances sensitivity in scoring procedures without jeopardising test reliability.
One among the main concerns of language testers in the design and implementation of tests is sele... more One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects in different levels of the NFLES-Gr test for Italian as an L2 in Greece. Results clearly indicate that the tested scoring procedure provides refined insights into students’ interlanguage levels, enhances sensitivity in scoring procedures, and may...
In a language test, the number of correct answers is commonly used as the only source of informat... more In a language test, the number of correct answers is commonly used as the only source of information that defines the result. The question raised is the following: do all task types accommodate all test-takers in the same way? This paper attempts to investigate this relationship by relating correctness and confidence in the answers provided with the task typology. Two achievement tests in two versions (same language content – different task type) were used while test-takers were asked to mark their degree of confidence for each item on both versions. Data obtained through this research were: 1) number of correct answers, and 2) degree of confidence in different task types. Through the correlations of the variables examined (task typology, correctness and confidence) several findings were registered concerning the relationship between accuracy and confidence in different task types. The task type typology may be seen as a moderating factor which could be responsible for possible vari...
The purpose of this study is to explore the challenges and needs of teachers’ who offer lan- guag... more The purpose of this study is to explore the challenges and needs of teachers’ who offer lan- guage support to young refugees within the framework of formal education in Greece. In a eld where research is limited and at an initial stage, a qualitative inquiry was conducted in a public school, which host classes of reception for refugee students, in the region of Fthiotida, in Greece. In particular, an exploratory case study was conducted through semi-structured interviews and observations in formal educational environments. Five participants were en- gaged in semi-structured interviews while observations occurred in two of their classrooms. The ndings of the inquiry demonstrated that within the framework of refugee teaching en- vironments in Greece teachers faced several challenges regarding practical, sociocultural, religious, ethical and emotional issues. The ndings of the study highlight the need for teacher education to help them cope with diversity issues in their classrooms.
International Journal of Language Testing and Assessment, 1(3), 2018, 2018
In language testing bibliography, it has been suggested that L2 grammar and vocabulary scores str... more In language testing bibliography, it has been suggested that L2 grammar and vocabulary scores strongly and positively correlate with L2 reading comprehension. Jeon and Yamashita (2014), conducting a large-scale meta-analysis study, found strong correlations among these two variables: r=.85 for grammar and r=.79 for vocabulary in different tasks. Following this paradigm, the current study examines this relationship (performance on reading skills and language use-grammar and vocabulary) integrated into a single testlet/paper. The hypothesis is tested by examining scores in reading skills and language use (in which grammar an..d vocabulary items are included) extracted from a large authentic sample in Greece with Italian as the target language. Further, any correlation between the acquisition or learning of these sub-skills is assessed. It was found that the two variables do indeed correlate statistically, although the strength of the correlation is not very high. In that respect, this work confirms findings of earlier studies reported in the literature review. This analysis results in several hypotheses which relate to the possible interpretations of the results. This study wishes to contribute to the discussion by adding results from a Greek context using Italian as the target L2.
Τest-taking strategy use may not only increase test-takers' engagement but also activate their me... more Τest-taking strategy use may not only increase test-takers' engagement but also activate their metacognitive skills leading to higher language test performance. The aim of the present study was to explore test-taking strategy use adopted by learners of Greek and English as second language (L2), when dealing with selected-response and constructed-response items. Four hundred questionnaires were completed by learners of L2 Greek and English in Greece and Cyprus, equally distributed. The results in the present study indicated no significant difference in the employment of test strategies between participants of the two groups.
Journal of Language and Education, 5(1), 85-97, 2019
Various simple and more complicated types of assessment and thereon scoring procedures and statis... more Various simple and more complicated types of assessment and thereon scoring procedures and statistical tests have been suggested to measure the main dependent variable (language in our case). In entry tests in particular, method of scoring and test impact are two possible areas where the ethical intentions and predisposition of the tester or the test can be revealed more clearly. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects at different levels of the NFLES-Gr test for Italian as an L2 in Greece. Although this option weighting does not settle ethics and fairness in language testing by itself, it provides clear advantages on improved reliability and higher precision gains to other scoring methods; it is more testee-friendly and the findings in this study, from a large authentic sample, coincide to the above claims and add to the issue.
ALTE 6th International Conference proceedings, 2017
One among the main concerns of language testers in the design and implementation of tests is to s... more One among the main concerns of language testers in the design and implementation of tests is to select the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester's ethical beliefs and personal stance in testing pedagogy. This study challenges the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements a polychotomous partial-credit scoring system in official tests administered for the Greek State Certificate of Language Proficiency (GSCLP). The MCT items chosen were completed by a total of 1,922 subjects in different levels of the GSCLP test. Results clearly indicate that this scoring procedure provides refined insights to students' interlanguage level and enhances sensitivity in scoring procedures without jeopardising test reliability.
The aim of this study is to probe into the methods, approaches, and principles used in educationa... more The aim of this study is to probe into the methods, approaches, and principles used in educational environments, both formal and non-formal ones, throughout Greece that address immigrants' and refugees' language needs. The data were collected in the context of the Postgraduate Programme ''Language Education for Refugees and Migrants'' at the Hellenic Open University, particularly within the module ''LRM50: Applied Linguistics and Second Language Acquisition''. Observation tools and interviews with the teachers and students were used to collect the data, in the various second language learning environments. More specifically, the focus was on: a) teachers’ and students’ profile and goals, b) learning/teaching language procedures, c) teacher-student relationship and student relationship, and d) educational materials. The data were analyzed through the content analysis method. The results of the study explicitly show the fragmentation of the relevant field and highlight the need that people working in the field have for assistance and guidance in the development and implementation of educational interventions
There is an open discussion about strategies in foreign language education and more specifically ... more There is an open discussion about strategies in foreign language education and more specifically whether or not they can be taught and be included in Foreign Language Instruction. The purpose of this paper is to trace teachable strategies among commonly used ones, and reinforce their use in order to facilitate autonomy in foreign language use. Accordingly, communication is divided in three categories: a)oral face-to-face interaction b)creative production of writing and c)synchronous text-based computer mediated communication. These are the results of three separate research projects and the aim of this paper is to combin
Στην παρούσα έρευνα θα παρουσιαστεί όλη η διαδικασία σχεδιασμού και ανάπτυξης της Παραγωγής προφ... more Στην παρούσα έρευνα θα παρουσιαστεί όλη η διαδικασία σχεδιασμού και ανάπτυξης της Παραγωγής προφορικού Λόγου του Κατατακτηρίου Τεστ Ελληνομάθειας, η οποία βασίστηκε τόσο στη διεθνή βιβλιογραφία τη σχετική με την αξιολόγηση της προφορικής παραγωγής και στη μελέτη υπαρχόντων, ευρέως διαδεδομένων κατατακτηρίων τεστ όσο και στους στόχους και το αναλυτικό Πρόγραμμα Σπουδών του ΣΝΕΓ. Τέλος θα παρουσιαστούν τα αποτελέσματα και οι παρατηρήσεις που αντλήθηκαν κατόπιν εφαρμογής του τεστ στους υποψηφίους που επιβεβαίωσε κάποιες από τις επιλογές μας, αλλά ταυτόχρονα οδήγησε και σε ωφέλιμες βελτιώσεις.
Στο παρόν άρθρο θα προσδιοριστούν τα κριτήρια με βάση τα οποία γίνεται η αξιολόγηση του προφορικο... more Στο παρόν άρθρο θα προσδιοριστούν τα κριτήρια με βάση τα οποία γίνεται η αξιολόγηση του προφορικού λόγου στο Κατατακτήριο Τεστ Ελληνομάθειας του Σχολείου Νέας Ελληνικής Γλώσσας του Α.Π.Θ.. Η επιλογή τους δεν είναι τυχαία αλλά βασίζεται στη διεθνή βιβλιογραφία, κυρίως στον τρόπο βαθμολόγησης του προφορικού λόγου σε άλλα συστήματα πιστοποίησης διεθνώς αναγνωρισμένα, καθώς και σε κατατακτήρια τεστ γλωσσομάθειας. Επιπλέον, θα παρουσιαστεί ο τρόπος και η κατανομή βαθμολόγησης που υιοθετήθηκε στην αξιολόγηση της συγκεκριμένης μακροδεξιότητας, μαζί με τις παρατηρήσεις και τα σχόλια που προέκυψαν από τη δοκιμαστική εφαρμογή του τεστ.
Exploring Modern Greek as a Second, Foreign, and Heritage Language: In Greece and Beyond, 2024
The Common European Framework for Languages (CEFR) has had a major impact on language education a... more The Common European Framework for Languages (CEFR) has had a major impact on language education and assessment in Europe and beyond and has influenced, accordingly, Modern Greek (MG) language education. The aim of this chapter is twofold. First, we give an overview of the influence of the CEFR and its Companion Volume (CEFR-CV) on MG language education and assessment, and more particularly, on the planning and development of curricula/syllabi, the design of materials and the definition of standards and examinations for MG as a second language (L2). Secondly, we present a study on MG language teachers’ perceptions regarding the CEFR and CEFR-CV; for the needs of our study, we adapted Díez-Bedmar and Byram’s (2019) questionnaire to collect the necessary data. Our findings show that more than 20 years after its launch, MG language teachers’ knowledge of and familiarity with the CEFR is limited, while the CEFR-CV remains almost unknown to most of them.
Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 2017
Η πρόσφατη προσφυγική κρίση επανέφερε με οξύτητα στην επικαιρότητα το θέμα της γλωσσικής εκπαίδευ... more Η πρόσφατη προσφυγική κρίση επανέφερε με οξύτητα στην επικαιρότητα το θέμα της γλωσσικής εκπαίδευσης των πληθυσμών που αναζητούν καταφύγιο και μια καινούρια ζωή στην Ευρώπη. Η γνώση της τοπικής γλώσσας είναι απαραίτητη για τον πληθυσμό αυτό, προκειμένου να επιτύχει τη βελτίωση της κοινωνικοοικονομικής και επαγγελματικής του κατάστασης. Στην Ελλάδα, τις προηγούμενες δεκαετίες υπήρξε πρόνοια για την γλωσσική εκπαίδευση μεταναστών/ριών από δημόσιους φορείς και ταυτόχρονα από πρωτοβουλίες εθελοντικών ομάδων. Ωστόσο, κατά την πρόσφατη προσφυγική κρίση σημειώνεται δραστηριοποίηση κυρίως ανθρωπιστικών οργανώσεων και εθελοντών/ριών σε αυτόν τον τομέα, ιδιαίτερα σε ό,τι αφορά εφήβους άνω των 15 ετών και ενήλικες.H μελέτη εστιάζει σε περιβάλλοντα μη τυπικής εκπαίδευσης που προσφέρουν δωρεάν μαθήματα γλώσσας σε μετανάστες/ριες και πρόσφυγες 15 ετών και άνω. Στόχος είναι η διερεύνηση: α) του προφίλ και των στόχων των εκπαιδευτών και των μαθητών/ριών, β) των μεθόδων διδασκαλίας, γ) του κλίματος ...
The present study intends to investigate second/foreign language teaching in formal educational s... more The present study intends to investigate second/foreign language teaching in formal educational settings. In particular, it probes into the teachers’ and students’ profiles, the teachers’ goals and challenges, the teaching practices, the educational materials used and the classroom climate in various formal educational settings throughout Greece that offer language education to refugee and migrant children. The data were collected through teacher interviews and classroom observations in the context of the Postgraduate Programme ‘Language Education for Refugees and Migrants’ at the Hellenic Open University and analysed through the content analysis method. According to the results of the study, it was shown that there is great students’ linguistic and cultural diversity making these classrooms really heterogeneous. Simultaneously, it was revealed that most teachers, though they did their best to create a supportive educational environment providing not only knowledge but also psycholo...
One among the main concerns of language testers in the design and implementation of tests is to s... more One among the main concerns of language testers in the design and implementation of tests is to select the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance in testing pedagogy. This study challenges the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements a polychotomous partial-credit scoring system in official tests administered for the Greek State Certificate of Language Proficiency (GSCLP). The MCT items chosen were completed by a total of 1,922 subjects in different levels of the GSCLP test. Results clearly indicate that this scoring procedure provides refined insights to students' interlanguage level and enhances sensitivity in scoring procedures without jeopardising test reliability.
One among the main concerns of language testers in the design and implementation of tests is sele... more One among the main concerns of language testers in the design and implementation of tests is selecting the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester’s ethical beliefs and personal stance on testing pedagogy. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects in different levels of the NFLES-Gr test for Italian as an L2 in Greece. Results clearly indicate that the tested scoring procedure provides refined insights into students’ interlanguage levels, enhances sensitivity in scoring procedures, and may...
In a language test, the number of correct answers is commonly used as the only source of informat... more In a language test, the number of correct answers is commonly used as the only source of information that defines the result. The question raised is the following: do all task types accommodate all test-takers in the same way? This paper attempts to investigate this relationship by relating correctness and confidence in the answers provided with the task typology. Two achievement tests in two versions (same language content – different task type) were used while test-takers were asked to mark their degree of confidence for each item on both versions. Data obtained through this research were: 1) number of correct answers, and 2) degree of confidence in different task types. Through the correlations of the variables examined (task typology, correctness and confidence) several findings were registered concerning the relationship between accuracy and confidence in different task types. The task type typology may be seen as a moderating factor which could be responsible for possible vari...
The purpose of this study is to explore the challenges and needs of teachers’ who offer lan- guag... more The purpose of this study is to explore the challenges and needs of teachers’ who offer lan- guage support to young refugees within the framework of formal education in Greece. In a eld where research is limited and at an initial stage, a qualitative inquiry was conducted in a public school, which host classes of reception for refugee students, in the region of Fthiotida, in Greece. In particular, an exploratory case study was conducted through semi-structured interviews and observations in formal educational environments. Five participants were en- gaged in semi-structured interviews while observations occurred in two of their classrooms. The ndings of the inquiry demonstrated that within the framework of refugee teaching en- vironments in Greece teachers faced several challenges regarding practical, sociocultural, religious, ethical and emotional issues. The ndings of the study highlight the need for teacher education to help them cope with diversity issues in their classrooms.
International Journal of Language Testing and Assessment, 1(3), 2018, 2018
In language testing bibliography, it has been suggested that L2 grammar and vocabulary scores str... more In language testing bibliography, it has been suggested that L2 grammar and vocabulary scores strongly and positively correlate with L2 reading comprehension. Jeon and Yamashita (2014), conducting a large-scale meta-analysis study, found strong correlations among these two variables: r=.85 for grammar and r=.79 for vocabulary in different tasks. Following this paradigm, the current study examines this relationship (performance on reading skills and language use-grammar and vocabulary) integrated into a single testlet/paper. The hypothesis is tested by examining scores in reading skills and language use (in which grammar an..d vocabulary items are included) extracted from a large authentic sample in Greece with Italian as the target language. Further, any correlation between the acquisition or learning of these sub-skills is assessed. It was found that the two variables do indeed correlate statistically, although the strength of the correlation is not very high. In that respect, this work confirms findings of earlier studies reported in the literature review. This analysis results in several hypotheses which relate to the possible interpretations of the results. This study wishes to contribute to the discussion by adding results from a Greek context using Italian as the target L2.
Τest-taking strategy use may not only increase test-takers' engagement but also activate their me... more Τest-taking strategy use may not only increase test-takers' engagement but also activate their metacognitive skills leading to higher language test performance. The aim of the present study was to explore test-taking strategy use adopted by learners of Greek and English as second language (L2), when dealing with selected-response and constructed-response items. Four hundred questionnaires were completed by learners of L2 Greek and English in Greece and Cyprus, equally distributed. The results in the present study indicated no significant difference in the employment of test strategies between participants of the two groups.
Journal of Language and Education, 5(1), 85-97, 2019
Various simple and more complicated types of assessment and thereon scoring procedures and statis... more Various simple and more complicated types of assessment and thereon scoring procedures and statistical tests have been suggested to measure the main dependent variable (language in our case). In entry tests in particular, method of scoring and test impact are two possible areas where the ethical intentions and predisposition of the tester or the test can be revealed more clearly. This is another study challenging the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements, for experimental purposes, a simple polychotomous partial-credit scoring system on official tests administered for the National Foreign Language Exam System in Greece (NFLES-Gr). The study comes in support of earlier findings on the subject by the same authors in analogous smaller-scale studies. The MCT items chosen were completed by a total of 1,922 subjects at different levels of the NFLES-Gr test for Italian as an L2 in Greece. Although this option weighting does not settle ethics and fairness in language testing by itself, it provides clear advantages on improved reliability and higher precision gains to other scoring methods; it is more testee-friendly and the findings in this study, from a large authentic sample, coincide to the above claims and add to the issue.
ALTE 6th International Conference proceedings, 2017
One among the main concerns of language testers in the design and implementation of tests is to s... more One among the main concerns of language testers in the design and implementation of tests is to select the method of scoring for the tool used to perform the evaluation. This attribute indirectly reveals the tester's ethical beliefs and personal stance in testing pedagogy. This study challenges the typical 1-0 method of scoring in Multiple Choice Tests (MCT) and implements a polychotomous partial-credit scoring system in official tests administered for the Greek State Certificate of Language Proficiency (GSCLP). The MCT items chosen were completed by a total of 1,922 subjects in different levels of the GSCLP test. Results clearly indicate that this scoring procedure provides refined insights to students' interlanguage level and enhances sensitivity in scoring procedures without jeopardising test reliability.
The aim of this study is to probe into the methods, approaches, and principles used in educationa... more The aim of this study is to probe into the methods, approaches, and principles used in educational environments, both formal and non-formal ones, throughout Greece that address immigrants' and refugees' language needs. The data were collected in the context of the Postgraduate Programme ''Language Education for Refugees and Migrants'' at the Hellenic Open University, particularly within the module ''LRM50: Applied Linguistics and Second Language Acquisition''. Observation tools and interviews with the teachers and students were used to collect the data, in the various second language learning environments. More specifically, the focus was on: a) teachers’ and students’ profile and goals, b) learning/teaching language procedures, c) teacher-student relationship and student relationship, and d) educational materials. The data were analyzed through the content analysis method. The results of the study explicitly show the fragmentation of the relevant field and highlight the need that people working in the field have for assistance and guidance in the development and implementation of educational interventions
There is an open discussion about strategies in foreign language education and more specifically ... more There is an open discussion about strategies in foreign language education and more specifically whether or not they can be taught and be included in Foreign Language Instruction. The purpose of this paper is to trace teachable strategies among commonly used ones, and reinforce their use in order to facilitate autonomy in foreign language use. Accordingly, communication is divided in three categories: a)oral face-to-face interaction b)creative production of writing and c)synchronous text-based computer mediated communication. These are the results of three separate research projects and the aim of this paper is to combin
Στην παρούσα έρευνα θα παρουσιαστεί όλη η διαδικασία σχεδιασμού και ανάπτυξης της Παραγωγής προφ... more Στην παρούσα έρευνα θα παρουσιαστεί όλη η διαδικασία σχεδιασμού και ανάπτυξης της Παραγωγής προφορικού Λόγου του Κατατακτηρίου Τεστ Ελληνομάθειας, η οποία βασίστηκε τόσο στη διεθνή βιβλιογραφία τη σχετική με την αξιολόγηση της προφορικής παραγωγής και στη μελέτη υπαρχόντων, ευρέως διαδεδομένων κατατακτηρίων τεστ όσο και στους στόχους και το αναλυτικό Πρόγραμμα Σπουδών του ΣΝΕΓ. Τέλος θα παρουσιαστούν τα αποτελέσματα και οι παρατηρήσεις που αντλήθηκαν κατόπιν εφαρμογής του τεστ στους υποψηφίους που επιβεβαίωσε κάποιες από τις επιλογές μας, αλλά ταυτόχρονα οδήγησε και σε ωφέλιμες βελτιώσεις.
Στο παρόν άρθρο θα προσδιοριστούν τα κριτήρια με βάση τα οποία γίνεται η αξιολόγηση του προφορικο... more Στο παρόν άρθρο θα προσδιοριστούν τα κριτήρια με βάση τα οποία γίνεται η αξιολόγηση του προφορικού λόγου στο Κατατακτήριο Τεστ Ελληνομάθειας του Σχολείου Νέας Ελληνικής Γλώσσας του Α.Π.Θ.. Η επιλογή τους δεν είναι τυχαία αλλά βασίζεται στη διεθνή βιβλιογραφία, κυρίως στον τρόπο βαθμολόγησης του προφορικού λόγου σε άλλα συστήματα πιστοποίησης διεθνώς αναγνωρισμένα, καθώς και σε κατατακτήρια τεστ γλωσσομάθειας. Επιπλέον, θα παρουσιαστεί ο τρόπος και η κατανομή βαθμολόγησης που υιοθετήθηκε στην αξιολόγηση της συγκεκριμένης μακροδεξιότητας, μαζί με τις παρατηρήσεις και τα σχόλια που προέκυψαν από τη δοκιμαστική εφαρμογή του τεστ.
Ένα σημαντικό μέρος της διακύμανσης/μεταβλητότητας στην επίδοση σε κάθε γλωσσικό τεστ οφείλεται σ... more Ένα σημαντικό μέρος της διακύμανσης/μεταβλητότητας στην επίδοση σε κάθε γλωσσικό τεστ οφείλεται στα ατομικά χαρακτηριστικά/τις ατομικές διαφορές των υποψηφίων. Η Berry (2007: 3) αναφέρει ότι η έρευνα σχετικά με τις ατομικές διαφορές δεν αναφέρεται σε κάθε άτομο ως ξεχωριστή περίπτωση αλλά σε ομάδες ατόμων που παρουσιάζουν το ίδιο χαρακτηριστικό. Ένα από αυτά τα χαρακτηριστικά των υποψηφίων είναι και τα στιλ μάθησης. Στο κεφάλαιο αυτό επιχειρείται μια θεωρητική προσέγγιση των Στιλ Μάθησης και εξετάζεται βιβλιογραφικά η πιθανή συνάφεια μεταξύ του μαθησιακού και του γνωστικού στιλ των υποψηφίων και της επίδοσής τους στο γλωσσικό τεστ καθώς η επίδοση σχετίζεται με διαδικασίες που βρίσκονται σε άμεση σχέση με τα στιλ μάθησης, όπως η αντίληψη, η επεξεργασία και η ανταπόκριση/αντίδραση στις παρεχόμενες πληροφορίες. Παρατηρήθηκε ότι στη συντριπτική πλειοψηφία των περιπτώσεων που εντοπίστηκαν στη διεθνή βιβλιογραφία, το προφίλ που εξετάστηκε σε σχέση με τη γλωσσική επίδοση ήταν το γνωστικό στιλ και πιο συγκεκριμένα οι ανεξάρτητοι/εξαρτημένοι από το πεδίο.
This paper reports on the good practices followed by the tutors of HOU new Master's... more This paper reports on the good practices followed by the tutors of HOU new Master's Programme, entitled “Language Education for Refugees and Migrants” (LRM). After presenting the profile and rationale of LRM, we focus on the online Tutor-Students Sessions (TSSs) and present the tutors' practices before, during and after the programmed TSSs, as well as their practices to support the development of the students' academic literacy. The data is drawn from 10 interviews, ie 8 with LRM tutors, 1 with one module coordinator and 1 with one member of the Digital Course Development Team (DCDT). The findings provide a comprehensive view on the varied practices, techniques and tools used by tutors in dealing with the TSSs as well as in helping students develop academic skills. New insights can thus be gained into the different ways tutors can respond to their students' needs concerning TSSs and the enhancement of their academic literacy.
The purpose of this study is to explore the challenges and needs of teachers' who offer language ... more The purpose of this study is to explore the challenges and needs of teachers' who offer language support to young refugees within the framework of formal education in Greece. In a field where research is limited and at an initial stage, a qualitative inquiry was conducted in a public school, which host classes of reception for refugee students, in the region of Fthiotida, in Greece. In particular, an exploratory case study was conducted through semi-structured interviews and observations in formal educational environments. Five participants were engaged in semi-structured interviews while observations occurred in two of their classrooms. The findings of the inquiry demonstrated that within the framework of refugee teaching environments in Greece teachers faced several challenges regarding practical, sociocultural, religious, ethical and emotional issues. The findings of the study highlight the need for teacher education to help them cope with diversity issues in their classrooms.
Multilingual Academic Journal of Education and Social Sciences, 2021
The present study intends to investigate second/foreign language teaching in formal educational s... more The present study intends to investigate second/foreign language teaching in formal educational settings. In particular, it probes into the teachers' and students' profiles, the teachers' goals and challenges, the teaching practices, the educational materials used and the classroom climate in various formal educational settings throughout Greece that offer language education to refugee and migrant children. The data were collected through teacher interviews and classroom observations in the context of the Postgraduate Programme 'Language Education for Refugees and Migrants' at the Hellenic Open University and analysed through the content analysis method. According to the results of the study, it was shown that there is great students' linguistic and cultural diversity making these classrooms really heterogeneous. Simultaneously, it was revealed that most teachers, though they did their best to create a supportive educational environment providing not only knowledge but also psychological support, used a variety of teaching methods and practices mainly focusing on form. The results of the study are indicative of the need for teachers' training to get special knowledge and appropriate skills to teach this socially vulnerable population, while further research is required to validate the findings of this study.
Conference: Selected Papers on Theoretical and Applied Linguistics from 24th ISTAL, Thessaloniki 2-4 October 2020, 2023
The Council of Europe (CoE) has developed a toolkit to support member states in their efforts to ... more The Council of Europe (CoE) has developed a toolkit to support member states in their efforts to respond to the challenges posed by unprecedented migration flows, as part of the project Linguistic Integration of Adult Migrants (LIAM). The main purpose of this study is to assess language needs of adult refugees and migrants through the implementation of the aforementioned CoE Toolkit relevant needs analysis tools and to present tailor-made thematic units, that would cater for the language needs traced. More specifically, domains, language use situations and communication themes were identified so as to become eventually L2 learning materials. The findings show high diversity in terms of language competence, literacy, and linguistic backgrounds among the students and interestingly necessities prevailed the wants (see Nation & Macalister 2010) as the thematic units designed by the teachers were not all based on the subjective needs but on the objective needs of the learners (as perceived by the teachers).
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Papers by Anna Mouti
a)oral face-to-face interaction
b)creative production of writing and
c)synchronous text-based computer mediated communication.
These are the results of three separate research projects and the aim of this paper is to combin
a)oral face-to-face interaction
b)creative production of writing and
c)synchronous text-based computer mediated communication.
These are the results of three separate research projects and the aim of this paper is to combin
10 interviews, ie 8 with LRM tutors, 1 with one module coordinator and 1 with one member of the Digital Course Development Team (DCDT). The findings provide a comprehensive view on the varied practices, techniques and tools used by tutors in dealing with the TSSs as well as in helping students develop academic skills. New insights can thus be gained into the different ways tutors can respond to their students' needs concerning TSSs and the enhancement of their academic literacy.