Διδάσκοντας την Αγγλική Γλώσσα σε πρόσφυγες ή μετανάστες μαθητές δημοτικού σχολείου : στάσεις και μέθοδοι δασκάλων.

Teaching the English Language to primary school refugee or migrant students: teachers’ attitudes and methods. (Αγγλική)

  1. MSc thesis
  2. Louka, Eirini Ourania
  3. Γλωσσική Εκπαίδευση για πρόσφυγες και μετανάστες (LRM)
  4. 16 Ιουλίου 2022 [2022-07-16]
  5. Αγγλικά
  6. 88
  7. Kassotaki, Eirini
  8. Akriotou, Despoina | Paida, Sevasti
  9. movement and κίνηση | games and παιχνίδια | language learning and εκμάθηση γλωσσών | public schools and δημόσια σχολεία | English teachers and καθηγητές αγγλικών | Australia and Αυστραλία
  10. 1
  11. 44
  12. This dissertation study investigates the way English teachers work in a multicultural primary school class environment. The aim of this paper is to observe the teachers’ attitude in such environment. Moreover, the paper focuses on the methods and techniques the English teachers use to manage and get all the students involved despite their background. It is very difficult for these children to be part of the classroom environment and more specifically if another language, a third language appears and this may be obvious due to some mental health problems that may appeared through some difficult situations they have faced (Khawaja& Howard, 2020). One of the teacher’s goal is to make all the students feel safe and secure in the classroom environment. Adding to this, due to the fact that the lesson is for a few hours a week the English, according to the official curriculum,in primary schools the first two grades have English two times a week and the other four classes have English three time a week (National Policies). Due to this program, the teacher should use different methods that involve movement to teach a lesson because with movement students can feel comfortable and learn at the same time (Asher, 1988). The goal of this research is to understand the teacher’s feeling and understand how the techniques that are used in the classroom environment are actually successful in English teaching. Following the interview process and in accordance with the teachers’ responses, the results will show how the teachers feel concerning refugee and migrant students in the English lessons and at the same time which method is more successful for teaching English to these students. It is very important to consider that education is a right that everyone should have. According to article 26 of the Universal Declaration of Human Rights “1.Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. 2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. 3. Parents have a prior right to choose the kind of education that shall be given to their children.” All children should have equal opportunities and access to education so that they can do whatever they desire in their life. That is what a child needs; education and beautiful memories. Education is a right that was also established for refugee and migrants in 2016. Everything dates back in 1960 when UNESCO the Convention against Discrimination in Education (CADE), stated for the first time the equal opportunities to all students. Education would be free for primary school students and it would be for all (UNESCO, 2014). According to UNESCO education is the process of learning and acquiring the knowledge of skills, values beliefs and habits. What should be pointed out again is the fact that education became free and for all. This may have been a relief for the families that settled in Greece for a better life. Another country that many refugees and migrants decide to go to Australia for a better life. Australia also places many refugee and migrant students in public schools. It appears that in this country all students have the right to education. Some students are not even literate in their mother tongue so the English language plays a very important role in their development. All over the world education is for all. However, some incidents have shown the exact opposite of what the Convention agreed to. There are many cases of violation of the right to education. There are cases that show how refugees or migrant students are left out of schools, even though education is considered compulsory.
    • This dissertation study investigates the way English teachers work in a multicultural primary school class environment. The aim of this paper is to observe the teachers’ attitude in such environment. Moreover, the paper focuses on the methods and procedures used by the English teachers to manage and get all the students involved despite their background and especially on how movement helps to learn the language (second and / or foreign), so that students with an immigrant or refugee background can to feel comfortable and learn at the same time the aim of this research is to investigate the attitudes of teachers and how the techniques used in the classroom environment are really successful in teaching English, in multicultural classrooms of Greek public schools and -in indicative-schools Australia. It is the teacher’s goal to make all the students feel safe and secure into the classroom environment. Adding to this, due to the fact that the lesson is for a few hours a week the English teacher of primary schools should use different methods that involve movement to teach a lesson because with movement students can feel comfortable and learn at the same time. Moreover, there would be a comparison between public primary schools in Greece and Australia. To answer these questions, semi-structured interviews and profile questionnaires were conducted in order to understand the position of teachers in such situations. In addition, the opportunity was given to attend such classes in a primary school in Greece. The results of this study show how teachers feel about students with a refugee and immigrant background in English lessons and at the same time which methods are more successful -according to their answers- for teaching English to these students. Finally, a didactic suggestion of a micro-activity is presented, utilizing the movement in learning English.
    • Αυτή η διπλωματική εργασία ερευνά τον τρόπο με τον οποίο εργάζονται οι καθηγητές αγγλικών σε ένα πολυπολιτισμικό περιβάλλον τάξης δημοτικού σχολείου. Στόχος της παρούσας εργασίας είναι να παρατηρήσει τη στάση των εκπαιδευτικών σε ένα τέτοιο περιβάλλον καθώς και τις μεθόδους και τις πρακτικές που χρησιμοποιούν ώστε να εμπλακούν όλοι οι μαθητές ανεξάρτητα από το υπόβαθρό τους. Επιπρόσθετα, εστιάζει σε συγκεκριμένες τεχνικές που χρησιμοποιούν οι καθηγητές αγγλικών για τη διδασκαλία της αγγλικής γλώσσας και κυρίως στον τρόπο με τον οποίο η κίνηση βοηθά στην εκμάθηση της γλώσσας (δεύτερης ή/και ξένης), με σκοπό οι μαθητές με μεταναστευτικό ή προσφυγικό υπόβαθρο να μπορούν να αισθάνονται άνετα και να μαθαίνουν ταυτόχρονα ο στόχος αυτής της έρευνας είναι να ερευνήσει τις στάσεις των εκπαιδευτικών και πώς οι τεχνικές που χρησιμοποιούνται στο περιβάλλον της τάξης είναι πραγματικά επιτυχημένες στη διδασκαλία των Αγγλικών, σε πολυπολιτισμικές τάξεις ελληνικών δημόσιων σχολείων αλλά και –ενδεικτικά-σχολείων της Αυστραλίας. Για να απαντηθούν αυτές οι ερωτήσεις, πραγματοποιήθηκαν ημιδομημένες συνεντεύξεις και ερωτηματολόγια προφίλ, προκειμένου να κατανοηθεί η θέση των εκπαιδευτικών σε τέτοιες καταστάσεις. Επιπλέον, δόθηκε η ευκαιρία για παρακολούθηση τέτοιων τάξεων σε δημοτικό σχολείο στην Ελλάδα. Τα αποτελέσματα αυτής της μελέτης δείχνουν πώς αισθάνονται οι δάσκαλοι για τους μαθητές με προσφυγικό και μεταναστευτικό υπόβαθρο στα μαθήματα των Αγγλικών και ταυτόχρονα ποιες μεθόδοι είναι πιο επιτυχημένες -σύμφωνα με τις απαντήσεις τους- για τη διδασκαλία των Αγγλικών σε αυτούς τους μαθητές. Τέλος, παρουσιάζεται μια διδακτική πρόταση μικρο-δραστηριότητας με αξιοποιήση της κίνησης στην εκμάθηση της αγγλικής γλώσσας.
  14. Αναφορά Δημιουργού - Παρόμοια Διανομή 4.0 Διεθνές