sat 01 sun 02 Greek Language Teaching & Learning june 0930 h i n t e r n a t i o n a l s y m p o s i u m Auditorium Arnolfini Bristol - U.K.

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1 i n t e r n a t i o n a l s y m p o s i u m sat 01 sun 02 june Greek Language 0930 h Auditorium Teaching & Arnolfini Bristol - U.K. Learning

2 Breakthrough Greek 2013 International Symposium on Greek Language Teaching & Learning June 01-02, 2013 The Arnolfini, Bristol U.K. 2013, Bristol Publisher: GreekForYou Ltd. 103 Cotham Brow BS6 6AS, Bristol U.K. ISBN: Compilation, Layout & Design: GreekForYou Ltd Proposal for citation: Author(s) of abstract. Title of abstract [abstract]. In: Breakthrough Greek 2013 International Symposium on Greek Language Teaching and Learning, June 01-02, 2013; Bristol, U.K. Place of publication: Bristol, U.K.; publisher: Greek- ForYou Ltd; Page of programme. Abstract number. II

3 table of contents 1 welcome IV 2 information about the symposium 01 3 programme at a glance 02 4 organisation 03 5 general information 04 6 detailed programme 06 sat 01 sun 02 7 we are here 10 8 abstracts 11 9 keynote address Dimitris Tziovas Steven Hunt june 0930 h 10 paper presentation Barbara Kampouridis 14 Sveltana Berikhasvili Anna Simandiraki Grimshaw & Sandrine Alegre 15 Cressida Ryan 16 Androulla Othonos-Zahariou 16 Evelien Bracke 17 Maria Mertzani workshop presentation 18-1 Eleni Kyrioti 18 Apostolis Psarros Konstantina Sotiropoulou 19 Panagiota Mouxouri 20 Maria Mertzani 20 Sofia Papadopoulou 20 III

4 welcome I am delighted that scholars in Greek language teaching and learning from Europe and overseas are meeting in Bristol, and I would like to welcome you very cordially. Dr Maria Mertzani Symposium Organiser Director, GreekForYou Ltd Breakthrough Greek 2013 is a unique moment, with participants from across Greece, and the Greek language communities in the UK and beyond teachers, trainees, NQTs, consultants, advisers, teacher trainers, academics, publishers and resource providers of all kinds - coming together to share their passion, expertise and experience with the common goal of discussing and improving Greek language learning. The topic of the symposium is of particular interest to all institutions that teach Greek as a first and/or second language, and/or as a Less Commonly Taught Language (LCTL). The organisation of this event is based on the following three rationales developments concerning the teaching and learning of Greek: Firstly, the Greek schools in the U.K. (as well as in Europe and overseas), traditionally, were receiving valuable support from the Greek Ministry of Education, from Greece, and the Cypriot High Commission, from Cyprus. However, in September 2011, it was announced to all Greek schools, without warning, that the Greek government had withdrawn the financial support they enjoyed for many years. Under these new financial circumstances, the schools are supported by the Cypriot High Commission, charities, donations, fundraising events, and the Trustees of the local Greek Communities. This new situation has negatively affected the future of Greek outside Greece. Secondly, the moment the Higher Education Funding Council for England (HEFCE) has ended its funding scheme to degree programs of minority subjects, including Greek, many university departments terminated and/or cut their provisions for small programs or programs with dropping applicant numbers. Currently, there is no national policy in the U.K. in making provisions to smaller programs of European and other languages, and statistics show, there is a sharp decline in the number of candidates taking European languages (e.g. French, German, Italian etc), including Greek. In the U.K., the study and learning of Greek is traditionally linked to the study of Classics (Ancient Greek and Latin) and Classical Civilisation, mainly in secondary and tertiary education, where there is a clear division between the Classicists and the Neohellenists. In this sense, ancient and modern Greek is treated as two separate subjects of study. IV

5 welcome However, for some scholars (e.g. Beaton, 2006; Van Steen, 2002), the study of Greek comprises a fertile dialogic domain for those who learn Greek and those from other disciplines (e.g. anthropologists, archaeologists, historians, political scientists, etc.), thus indicating the need for inter-disciplinarity and multiple perspectives (Tziovas, 2006), inside and outside the academy (Beaton, 2006). Currently, the focus has shifted on two-way, cross-cultural approaches to Greek by (i) applying existing methods to new disciplines or (ii) exploring familiar areas in new ways (Van Steen, 2002). The third development, and of particular interest of the symposium, is in discussing the introduction of Greek as a compulsory subject in the U.K. primary schools, under recent Government plans. All primary schools will be expected to teach (from 2014) the following foreign languages: French, German, Spanish, Italian, Mandarin, Latin and ancient Greek. At least one subject from these languages will be offered to pupils aged seven to eleven years old. It is believed that the introduction of Greek will provide a good grounding in grammar, syntax and vocabulary which can boost pupils understanding of other modern languages. Currently, there are over 500 state schools, which teach Latin in the past 10 years, using the Cambridge Schools Classics Project e-latin initiative, and about 70% of independent schools that teach Greek and Latin. Under Government s plans, 17,000 primary schools in England will now be expected to teach Greek to pupils aged 7 to 11. Breakthrough Greek 2013 aims at bringing established scholars and educational practitioners into a single, cross-disciplinary gathering, for the discussion of teaching and learning Greek from such a twoway and continuous perspective, in an effort to demonstrate a research-based continuum of pedagogy for the teaching and learning of Greek. The aim is to: link research with the Greek classroom and explore ways to increase interaction between the two; provide practical information useful to all educators who are involved in the teaching and learning of Greek. In doing so, we have included in the programme some of the most popular new features i.e. language cafes and unconference sessions. In addition, we ll be asking you to text and tweet your questions, responses and ideas throughout the conference and we ll be filming some of the event for online broadcast after Breakthrough Greek 2013 is over. A symposium of this quality simply would not happen without the commitment and generosity of many people. I would like to give sincerest thanks to our presenters and to ALL volunteers without whom the symposium could not take place. V

6 welcome Breakthrough Greek is the must-attend event, uniting the Greek language teacher/educator, keeping us informed and refreshing our thinking. It aims at providing the hub for updating our subject knowledge, developing new ideas and setting up or renewing networks of like-minded colleagues who will work together to keep Greek language learning vibrant and state of the art. That is why Breakthrough Greek 2013 has such an ambitious programme setting out high aspirations for the future of Greek language learning for the 21st century curriculum. So, please enjoy Breakthrough Greek 2013! Exchange your thoughts and ideas! Share concerns, if you need to. We will listen and together we will usually find a solution! I am really looking forward to meeting you! Have a great time in Bristol! Symposium Organiser Dr Maria Mertzani References Beaton, R. (2006). Modern Greek Studies in the United Kingdom: Suggestions for the Future. Journal of Modern Greek Studies, 24(2): Tziovas, D. (2006). The Future of Modern Greek Studies in Higher Education in the United Kingdom: Lost in Academia? Journal of Modern Greek Studies, 24(1): Van Steen, G.A.H. (2002). Greek Worlds, Ancient and Modern: To Whom They May (or May Not) Concern, Journal of Modern Greek Studies, 20(2): VI

7 i n f o r m a t i o n a b o u t t h e s y m p o s i u m The following section offers an overview of the symposium with regards to the programme, organisation and the language activities sessions. Programme at a glance Organisation General Information Detailed Programme Language Activities Sessions Overview 01

8 programme at a glance s a t u r d a y 0 1 j u n e : : 3 0 Arrival-Registration 0 9 : : 0 0 Welcome Addresses 1 0 : : 4 0 Dimitris Tziovas - Keynote 1 0 : : 1 0 Barbara Kambouridis Presentation : : 4 0 Sveltana Berikashvili Presentation : : 0 0 c o f f e e b r e a k 1 2 : : 3 0 Anna Simandiraki-Grimshaw & Sandrine Alegre Presentation : : 0 0 Cressida Ryan Presentation : : 0 0 l u n c h b r e a k language café - Can we teach Greek in its linguistic continuum? unconference 1 4 : : 3 0 Androulla Othonos-Zahariou Presentation : : 0 0 Evelien Bracke Presentation : : 3 0 Maria Mertzani Presentation : : 0 0 c o f f e e b r e a k 1 6 : : 0 0 Steven Hunt - Keynote 1 7 : : 3 0 c l o s i n g r e m a r k s - e n d o f d a y o n e s u n d a y 0 2 j u n e : : 0 0 Eleni Kyrioti - Workshop : : 0 5 Apostolis Psarros - Workshop : : 1 0 Konstantina Sotiropoulou - Workshop : : 3 0 c o f f e e b r e a k 1 5 : : 0 0 Panagiota Mouxouri - Workshop : : 0 0 Maria Mertzani - Workshop : : 0 0 Unconference sessions / workshops wrap up, discussion & postings c l o s i n g r e m a r k s - e n d o f s y m p o s i u m 02

9 organisation Host The symposium is hosted by GreekForYou Ltd. Organiser Dr Maria Mertzani, Director, GreekForYou Ltd. Programme Committee Dr Theodoros Papadopoulos, Lecturer, University of Bath, Bath U.K. Mr Kostas Soumilas, School Committee Member, Greek School of Bristol, Bristol U.K. Dr Eleimon Gonis, Senior Lecturer, University of West of England, Bristol U.K. Dr Ellen Malos, Senior Research Fellow, University of Bristol, Bristol U.K. Dr Kostas Papasouliotis, Lecturer, University of Bristol, Bristol U.K. Dr Christina Garstka, Primary Teacher, Nicosia Cyprus. Mrs Evdokia Stergiopoulou, State School Teacher, PhD Student, Aristotle University of Thessaloniki, Thessaloniki Greece. 03

10 general information Venue The Auditorium, the Arnolfini 16 Narrow Quay Bristol, Avon BS1 4QA Tel.: Registration and information desk Saturday, 01 June 09:00 am 17:00 pm Sunday, 02 June 09:00 am 17:00 pm Speaker instructions Oral presentations Presenters will have access to a podium with microphone, video projector and a PC laptop. Two computers will be available at the venue, where presenters have the opportunity to check s, etc. during the day. We intend to make video recordings of all oral sessions for online documentation. In case you do not wish to have your presentation recorded, please report at the information desk and/or your chair. Unconference / language café sessions Post-it presentations Post-it presentations will be on display during the entire symposium and can thus be viewed during coffee and lunch breaks as well. Pushpins for the boards will be provided to assist in mounting your post-it. If you need tape or other material, you must use your own supplies. Badges All registered persons will receive a name badge upon registration. Registration lines will be organised alphabetically by first letter of the last name. Badges should be worn at all times while in the symposium area. Mobile phones Mobile phones should be switched off or in silent mode during conference sessions. Personal insurance The organiser of the conference does not provide insurance and does not take responsibility for any loss, accident or illness that might occur during the symposium or in the course of travel to or from the meeting site. Tourist Information - Visit Bristol The symposium takes place in the city centre. Follow the link: for getting to and from Bristol. Enquiries During the symposium, you will be able to reach any member of the team. Any urgent enquiries outside the symposium s hours should be sent to info@greekforyou.com. Whilst we will have limited Internet access, we shall endeavour to check s from time to time to respond to any last minute queries. Alternatively, during the conference, visit the registration desk located in the entrance to the Auditorium, in the Arnolfini. 04

11 general information Photography - Videos Please note that there will be an official symposium photographer/ video recorder at the event and that photos will be taken throughout. Some of these may be used in future ALL publicity. If you have any objection to the photos/videos in which you are included being used in this way please have a word with a member of ALL staff at the conference reception desk when you register. Photos/videos may be taken during talks with the permission of the presenter. Please do not use flash photography during plenary and presentation sessions. Special requirements We will help to facilitate your visit to Breakthrough Greek 2013 by meeting any special requirements you may have. If you have any requirements that you have not yet informed us about please tell a member of the ALL staff at the registration desk in the entrance of the Auditorium, in the Arnolfini. The venue has disabled access. 05

12 detailed programme 0 9 : : 3 0 Arrival-Registration s a t u r d a y 0 1 j u n e : : 0 0 Welcome Addresses 1 0 : : 4 0 k e y n o t e Dimitris Tziovas Lost in academia? The Future of Modern Greek Studies outside Greece. Χαμένοι στην Ακαδημία; Το Μέλλον των Νεοελληνικών Σπουδών εκτός Ελλάδος. 1 0 : : 1 0 Barbara Kambouridis Supporting the teaching and learning of Greek as a second/foreign language: The Programmes of the Greek Ministry of Education. Η Υποστήριξη της Διδασκαλίας κι Εκμάθησης της Ελληνικής ως δεύτερης/ξένης γλώσσας: Τα Προγράμματα του Υπουργείου Παιδείας της Ελλάδος. 1 1 : : 4 0 Sveltana Berikashvili The use of Contrastive analysis in Teaching Modern Greek as a Foreign Language. Η χρήση της Αντιπαραβολικής Ανάλυσης στην Διδασκαλία της Νέας Ελληνικής ως Ξένης Γλώσσας. 1 1 : : 0 0 c o f f e e b r e a k 1 2 : : 3 0 Anna Simandiraki-Grimshaw & Sandrine Alegre Σχεδιασμος Προγράμματος Σπουδών και Διδασκαλίας της Ελληνικής ως ξένης γλώσσας στην Ανώτατη Εκπαίδευση, στην Μεγάλη Βρετανία. Syllabus Planning and the Teaching of Greek as a Foreign Language in Higher Education in Great Britain. 1 2 : : 0 0 Cressida Ryan Reaching out through Greek and for Greek: lessons learned through the use of Greek in outreach programmes. Προσεγγίσεις για την Εληνική μέσω της Ελληνικής: Διδάγματα που αντλήθηκαν χρησιμοποιώντας την Ελληνική σε Προγράμματα Προσέγγισης. 1 3 : : 0 0 l u n c h b r e a k language café - Can we teach Greek in its linguistic continuum? Small group discussions of about 15 minutes with a moderator, who will record and give a brief summary of the points raised. The key points, from each group, will be presented for a final collective discussion. unconference A highly participant-driven, informal conference discussion. Post an idea about what you'd like to talk about and then, read and discuss others' ideas! The program is not set; you will create it during your lunch break with the help of all the participants rather than beforehand by our programme committee. Sunday afternoon is devoted to your sessions. 06

13 detailed programme s a t u r d a y 0 1 j u n e : : 3 0 Androulla Othonos-Zahariou Greek language teaching in Supplementary Education. The contribution of Cyprus Education Mission. Η Διδασκαλία της Ελληνικής στην Παροικιακή Εκπαίδευση. Η Συμβολή της Κυπριακής Εκπαιδευτικής Αποστολής. 1 4 : : 0 0 Evelien Bracke Ancient Greek and English Literacy. A Case Study from Wales, Department of History and Classics. Αρχαία Ελληνικά και Αγγλική Εγγραμματοσύνη. Μία μελέτη περίπτωσης από την Ουαλία, του Τμήματος Ιστορίας και Κλασικών Σπουδών. 1 5 : : 3 0 Maria Mertzani The Greek Alphabet and its Effects on Reading. Το Ελληνικό Αλφάβητο και οι Επιδράσεις του στην Ανάγνωση. 1 5 : : 0 0 c o f f e e b r e a k 1 6 : : 0 0 k e y n o t e Steven Hunt Getting Greece into Schools. Φέρνοντας την Ελλάδα στα Σχολεία. 1 7 : : 3 0 c l o s i n g r e m a r k s - e n d o f d a y o n e 1 7 : : 3 0 P O S T C O N F E R E N C E E VE N T ( d a y 1-3 h o u r s ) Workshop on Greek dances from Cyclades - Greece (5 hours) 30 per person Apostolis Psarros - dance instructor Book your place at: info@greekforyou.com 07

14 detailed programme s u n d a y 0 2 j u n e : : 0 0 Eleni Kyrioti Η Διαχρονικότητα του Ελληνικού Μύθου στην Ποίηση του Γιώργου Σεφέρη. The Timelessness of Greek Myth in the Poetry of George Seferis. 1 3 : : 0 5 Apostolis Psarros Learning Greek through Greek Dancing and Music. Η Διδασκαλία της Ελληνικής μέσω του Ελληνικού Χορού και της Ελληνικής Μουσικής. 1 4 : : 1 0 Konstantina Sotiropoulou Greek as a Tool to Foreign Languages. A Case Study. Η Ελληνική ως Eργαλείο Mάθησης Ξένων Γλωσσών. Μία Μελέτη Περίπτωσης. 1 5 : : 3 0 c o f f e e b r e a k 1 5 : : 0 0 Panagiota Mouxouri Teaching and Learning Greek in a Technology-mediated environment: Constraints and Possibilities. Η Διδασκαλία και Μάθηση της Ελληνικής μέσω της Τεχνολογίας: Δυσκολίες και Πιθανότητες. 1 6 : : 0 0 Maria Mertzani Teaching Ancient Greek in primary education. Case studies and Μethodological Αpproaches. Η Διδασκαλία των Αρχαίων Ελληνικών στην Δημοτική Εκπαίδευση. Μελέτες Περιπτώσεων και Μεθοδολογικές Προσεγγίσεις. 1 7 : : 0 0 Unconference sessions / workshops wrap up, discussion & postings * The topics under discussion will be announced on Saturday, 1 June 2013, during lunch break. * This activity will be replaced by discussion in case there are no participant-driven sessions. c l o s i n g r e m a r k s - e n d o f s y m p o s i u m 1 8 : : 3 0 P O S T C O N F E R E N C E E VE N T - ( d a y 2-2 h o u r s ) Workshop on Greek dances from Cyclades - Greece (5 hours) 30 per person Apostolis Psarros - dance instructor Book your place at: info@greekforyou.com 08

15 detailed programme s u n d a y 0 2 j u n e G r e e k W o r k s h o p s f o r K i d s! 0 9 : : 0 0 We would like to bring professional experience in contact with children, thus we are announcing the Greek workshops for children aged 6-10 years old. The workshops are hosted as pre-conference events, with the aim to teach Greek language and culture through interactive, fun-and-play learning activities. Depending on children s preference, we will teach one of the following workshops: Learn and play in ancient Greek The Little Mariner by Odysseus Elytis To Ithaca with Homer & Constantine P. Kavafys We can accommodate up to 30 children at the price of 10 (family ticket), per workshop. Costumes and materials will be provided during the workshops. To book your place and/or for other queries please contact us at: info@greekforyou.com 09

16 we are here For information on all aspects of travel in and around Bristol please visit: w 10

17 a b s t r a c t s Breakthrough Greek 2013 seeks to reflect the current state of practice and knowledge in the teaching and learning of Greek. Abstracts have been accepted that present innovative ideas and practical approaches to matters of Greek language teaching and learning. The following section presents all abstracts from the plenary and oral presentations as well as from the workshop sessions. They are organised in chronological order by sessions and days. k e y n o t e a d d r e s s p a p e r p r e s e n t a t i o n w o r k s h o p p r e s e n t a t i o n 11

18 keynote address L o s t i n a c a d e m i a? T h e F u t u r e o f M o d e r n G r e e k S t u d i e s o u t - s i d e G r e e c e. A b s t r a c t Any discussion about the future of Modern Greek Studies outside Greece should be placed within the context of wider academic developments. There may be national variations or local specificities regarding education infrastructure, national curricula, language policies, endowments or fees but we cannot ignore the fact that higher education worldwide is moving inexorably towards a student/consumer choice system and this will prove detrimental for minority subjects. Modern Greek is too marginal for European Studies and increasingly irrelevant to Classics since learning Greek as part of a classical training is far less common nowadays. Now the trend is for broader programmes of study and the era of the individual researcher is over. This paper presents an account of the situation of Modern Greek Studies in Higher Education within the context of the wider changes in the academic system and the status of language learning within British Universities. It outlines some practical problems associated with Modern Greek programmes, discusses the placement of Modern Greek within Classics or Hellenic Studies programmes and finally puts forward some suggestions for the future D i m i t r i s T z i o v a s is Professor of Modern Greek Studies at the University of Birmingham (UK) and General Editor of a translation series of Modern Greek literature published by the university s Centre for Byzantine, Ottoman and Modern Greek Studies. His books include The Other Self: Selfhood and Society in Modern Greek Fiction (Lexington 2003; translated into Greek 2007) and the edited volumes Greek Modernism and Beyond (Rowman & Littlefield 1997), Greece and the Balkans: Identities, Perceptions and Cultural Encounters since the Enlightenment (Ashgate 2003), Greek Diaspora and Migration since 1700 (Ashgate 2009), Re-Imagining the Past: Antiquity and Modern Culture (OUP 2014 forthcoming) e d. p. t z i o v a b h a m. a c. u k Saturday, 01 June, 10:00 10:40, Auditorium The Arnolfini 12

19 keynote address G e t t i n g G r e e c e i n t o S c h o o l s A b s t r a c t What does it take to get more pupils learning seriously about the Greek world? This paper starts with an investigation of the reasons for the historical decline in the teaching of Greek studies at secondary level. It moves on to a closer examination of the factors today which might help to encourage more pupils to engage with the achievements of the Greeks and how particular schools, particularly in the state maintained sector, are finding innovative ways to enable Greek culture, literature and language to be introduced. Finally it suggests ways by which the classics and other communities might be able to develop and disseminate good models of practice so that the study of the Greek world is not confined to the tiny number of pupils who are lucky enough to attend often by chance a school where ancient Greek is studied S t e v e n H u n t is a Lecturer in Classics Education, teaching Classics for twenty years in comprehensive schools in Greater and Inner London and in rural Hertfordshire. For eight years he was a mentor for the PGCE in Classics at Cambridge, and he became the course leader in Along with Aisha Khan-Evans of Kings College London he maintains a teacher training website for Classics, with funding from the DCSF. Steve contributes to CPD events at national and regional level, and has undertaken consultancy work for such organisations as QCDA, OCR and the Cambridge Schools' Classics project (CSCP). Current research interests focus on teacher training provision for Classics teachers, especially the Graduate Teacher programme (GTP) and its successor Teach Direct. He is the Editor The Journal of Classics Teaching (JCT) since September 2012 e s c h 4 c a m. a c. u k Saturday, 01 June, 16:00 17:00, Auditorium, The Arnolfini 13

20 Saturday, 01 June, Auditorium, The Arnolfini paper presentation B a r b a r a K a m p o u r i d i s Supporting the teaching and learning of Greek as a second/foreign language: The Programmes of the Greek Ministry of Education. A b s t r a c t This presentation considers the programmes that different University Departments and Institutes in Greece produce to support the teaching and learning of Greek as a second/foreign language. More particularly, it focuses on the main programmes of three institutions and their particular characteristics: EDIAMME (Centre for Intercultural and Migration studies) at the University of Crete, the Centre for the Greek Language in Thessaloniki and the Institute of Modern Greek Studies at the Aristotle University of Thessaloniki. The support that those institutions offer to both the teachers and learners of the Greek language comprises a considerable number of publications, on-line seminars and courses, electronic educational material most of them free of charge, available on line. Moreover, the Centre for the Greek Language organises and administrates the examinations for the Certificate of Attainment in Modern Greek, the sole title of proficiency in Modern Greek valid worldwide B a r b a r a K a m p o u r i d i s is the Counsellor at the Education Office -Embassy of Greece in London. The Education Office in London is a department of the Ministry of Education in Greece. It coordinates, administrates and supervises Greek Language Education in the following countries: Great Britain, Ireland, Sweden, Denmark, Norway, Finland, Lithuania, Estonia and Latvia. Barbara has served as an Education Adviser for primary schools for 8 years in Patras and Athens, Greece. She is a primary school teacher and a mathematician with postgraduate studies in the UK. She has published a large number of papers in scientific journals in the area of teacher education e b k a b o u r i d i g m a i l. c o m S v e l t a n a B e r i k a s h v i l i The use of Contrastive analysis in Teaching Modern Greek as a Foreign Language. 14 A b s t r a c t This paper proposes to use the contrastive analysis in teaching foreign language, particularly Modern Greek. There are different, controversial ideas about the role of the Native Language in the Second Language or Foreign Language Acquisition. This is an attempt to reveal some examples of negative transfer of native language (especially, Georgian) and to give some solutions for the teaching of Modern Greek to Georgian Students. Our research focuses on the field of morthosyntactic contrastive studies. For this purpose, we have implemented a project financed by the Shota Rustaveli National Science Foundation. In the framework of the project Contrastive Grammar of Modern Georgian and Modern Greek Languages (Volume I, Nominal System), the following works have been done: the contrastive description of the nominal system of both languages: noun, adjective, numeral, pronoun and article (some of the parts of speech differ in Georgian and Greek. For example the article does not exist in Georgian, while in Greek the adjective and numeral are considered as one part of speech); the organization of a workshop: Contrastive Analysis of Greek and Georgian nominal system for the students of the Department of Modern Greek Studies; the collection of the different statistic data on CL, including tests comprising the comparison of Nominal Systems in Greek and Georgian Languages. Based on the data collected during the research there were revealed different examples of negative transfer of Georgian Language, which are discussed in the paper

21 Saturday, 01 June, Auditorium, The Arnolfini paper presentation S v e l t a n a B e r i k a s h v i l i s research over the past 10 years was focused on Modern Greek Studies and has included a wide range of topics. It might be summarized under three main headings the methodology of teaching Modern Greek to Foreign Students, Contrastive Linguistics and Study of Greek Language Diachronically. The results of each of these topics are presented in different publications and have been supported by research grants. The publications include two books, such as Georgian-Greek Contrastive Grammar (2012), The Principles of Classification of the Declension System in Ancient and Modern Greek (2008) and over twenty five articles published in different journals e s v e t l i s h k y a h o o. c o m A n n a S i m a n d i r a k i - G r i m s h a w & S a n d r i n e A l e g r e Σχεδιασμος Προγράμματος Σπουδών και Διδασκαλίας της Ελληνικής ως ξένης γλώσσας στην Ανώτατη Εκπαίδευση, στην Μεγάλη Βρετανία. A b s t r a c t Ο σχεδιασμός και διδασκαλία της Ελληνικής ως ξένης γλώσσας σε ανώτατα ιδρύματα του εξωτερικού πρέπει όχι μόνο να καλύπτει τις ανάγκες και τις ιδαιτερότητες του κοινού στο οποίο απευθύνονται τα μαθήματα, αλλά και να συμβαδίζει με τις θεωρητικές προσεγγίσεις οι οποίες εφαρμόζονται στην Διδακτική των Ξένων Γλωσσών. Στο πρώτο μέρος της ανακοίνωσης, θα παρουσιάσουμε το σκεπτικό και τον προσανατολισμό του σχεδιασμού προγράμματος σπουδών για μαθήματα της Ελληνικής ως ξένης γλώσσας βασισμένο στις αρχές του Κοινού Ευρωπαϊκού Πλαίσιου αναφοράς για τη γλώσσα: εκμάθηση, διδασκαλία, αξιολόγηση (Συμβούλιο της Ευρώπης, 2001). Η ανάπτυξη έξι επιπέδων εξασφαλίζει ένα πλήρες πρόγραμμα εκμάθησης της Ελληνικής ως ξένης γλώσσας βασισμένο στην επικοινωνιακή προσέγγιση και λαμβάνοντας υπόψιν την εκμάθηση μίας λιγότερο διαδεδομένης γλώσσας όπως είναι η Ελληνική. Στο δεύτερο μέρος, χρησιμοποιώντας συγκεκριμένα παραδείγματα από τη διδασκαλία της Ελληνικής στο Πανεπιστήμιο του Μπαθ, θα επικεντρωθούμε στις δυσκολίες που προκύπτουν για τους φοιτητές (του Πανεπιστημίου και της κοινότητας) και για τη διδάσκουσα και στον τρόπο που μπορούν να αντιμετωπιστούν 15 A n n a S i m a n d i r a k i - G r i m s h a w is a Greek archaeologist and philologist. As a philologist, she is a Teaching Fellow in Modern Greek at the Foreign Languages Centre, Department of Politics, Languages and International Studies (PoLIS), University of Bath. She is also an External Examiner for Modern Greek for the University of Nottingham. As an archaeologist, she is an Associate Lecturer at Classical and Archaeological Studies, the School of European Culture and Languages, University of Kent. She also lectures in Archaeology at the Continuing Education Departments of the Universities of Cambridge and Oxford, among other institutions e a s 2 5 b a t h. a c. u k S a n d r i n e A l e g r e joined the Department of Politics, Languages and International Studies in September 2012 as Language Co-ordinator for French. She obtained her PhD in Language and Communication Sciences from Aristotle University of Thessaloniki, where she also taught French Language and Translation both in Undergraduate and Master programmes. For more than ten years, she was involved in research programmes on teaching and assessment materials design, foreign language certification systems. She is an experienced language teacher s trainer and she works also as a translator specialised in Greek/ French translation. In collaboration with the others Language Co-ordinators, she organises and leads a seminar series on Didactics of Foreign Languages e S. A l e g r b a t h. a c. u k

22 Saturday, 01 June, Auditorium, The Arnolfini paper presentation C r e s s i d a R y a n Reaching out through Greek and for Greek: lessons learned through the use of Greek in outreach programmes. A b s t r a c t Although no university requires Greek for tertiary Classics courses, it would be unfair to deny school-age children the opportunity to study it at school. Very few will go on to be Classicists. Many, however, could enjoy studying it, and through this come to improve their transferable skills and learn to languages more widely. This paper examines three forms of outreach work I have conducted using Ancient Greek in order to assess questions over the (potential) place of Greek in British education: 1.) Primary Greek courses, 2.) introduction to Ancient Greek for students age 11-18, and 3.) the use of Greek as part of a greater linguistic introduction, particularly for Y9 students. I assess the strengths and weaknesses both of the schemes themselves, and Greek as an appropriate subject for them Ancient Greek has a unique place among school languages. It is linked to the curriculum cultural work (KS2), maintains a point of contact with students real-life experience in its relationship with a modern, living language, and attracts them even through the alphabet. Labels of rigour and elitism do not help its perception, and it is important to think about ways of moving forward with Greek in outreach terms which allow for a.) improvements in teaching, b.) more sympathetic media and political discourse and c.) greater awareness of the subject D r C r e s s i d a R y a n is the Schools Liaison and Access Officer at Merton College, Oxford. In this role she works with students, teachers and parents to raise aspirations, support talent and offer appropriate HE-related information, advice and guidance. Previously she was the Classics Outreach Officer, and she has also taught in secondary schools (The Leys, Cambridge and Felsted, Essex). She read Classics at New Hall, Cambridge, where she also completed an MPhil in Greek literature. She completed a PCGE with the University of Buckingham, and went on to a PhD at the University of Nottingham entitled 'Eighteenthcentury responses to Sophocles' Oedipus at Colonus'. She is also Secretary of JACT and has a keen interest in promoting continued commitment to Classics across the country e c r e s s i d a. r y a g o o g l e m a i l. c o m A n d r o u l l a O t h o n o s - Z a h a r i o u Greek language teaching in Supplementary Education. The contribution of Cyprus Education Mission. Η Διδασκαλία της Ελληνικής στην Παροικιακή Εκπαίδευση. Η Συμβολή της Κυπριακής Εκπαιδευτικής Αποστολής. A b s t r a c t The paper will present today s status of Greek language teaching (Greek as a first and/or second language) in Supplementary Education in the Greek schools across the U.K. The focus is on the contribution and support of the Greek schools by the Cyprus Education Mission (CEM), especially those which until 2011 were receiving support by the Ministry of Education in Greece. An account will be presented on the ways CEM is supporting the schools and much discussion will be focused on future developments and challenges D r A n d r o u l l a O t h o n o s - Z a h a r i o u is the Inspector and Head of Cyprus Educational Mission in London U.K. 16 e e f e p h o t m a i l. c o. u k

23 Saturday, 01 June, Auditorium, The Arnolfini paper presentation E v e l i e n B r a c k e Ancient Greek and English Literacy. A Case Study from Wales, Department of History and Classics. A b s t r a c t The Iris Project organizes an ancient Greek project, through which university students teach Ancient Greek at secondary schools throughout the UK. In the previous academic year, one such project was started as a pilot, at Bishop Vaughan Comprehensive School in Swansea. This paper explores the successes and failures, joys and difficulties, of setting up a community project with regard to ancient Greek. It compares the South Wales Wales project with others throughout the country, compares ancient Greek classes in schools with Latin, and the interest of state schools versus private schools. Teaching approaches and lesson plans are shared, as well as good practice E v e l i e n B r a c k e did her undergraduate degree at Ghent University (Belgium), and then her PhD at NUI Maynooth (Ireland). She examined the role of metis in the representations of Circe and Medea in ancient Greek poetry. She worked as lecturer at NUI Maynooth and UW Trinity Saint David, before starting her post as Language Tutor at Swansea University. She now teaches all beginning and intermediate Latin and Greek classes. She has also developed a Literacy through Latin/Greek project, in collaboration with the Iris Project, organizes workshops on Classical themes for schools from deprived areas, and various other Outreach projects e E. B r a c k s w a n s e a. a c. u k M a r i a M e r t z a n i The Greek Alphabet and its Effects on Reading. A b s t r a c t The aim of this paper is to present current research on Greek alphabetic writing and its effect on reading. The alphabet is one of the first things that children learn once they are able to speak, and continue to learn in school since it is the gateway to learning and knowledge. Reading is one of the most important skills we learn, and not surprisingly it has been the focus of many investigations across a range of methodologies. In this paper I discuss the contributions of these methodologies through an interdisciplinary effort so as to understand the cognitive processes involved in reading the Greek alphabet. Research has shown so far that areas active during reading are not all equivalent (across languages) i.e., not only is each brain area topographically specific, it has a unique and specific set of information inputs, it does specific types of transformations on this information, and it provides unique and specific types of output to other areas. By understanding the effects of various experimental manipulations on areas of functional brain activation, we might hope to ultimately understand not only which brain regions contribute to reading Greek, but how they do so D r M a r i a M e r t z a n i is a Language Teacher and Director of GreekForYou Ltd. After the completion of her PhD, she worked as a part-time Lecturer and a Research Assistant, in the Centre for Deaf Studies, University of Bristol, U.K. Currently, her research interest involves the study of Greek through an interdisciplinary approach such as applied linguistics, historical linguistics and neuropsychology 17 e m a r o m e r t z a n y a h o o. g r

24 Sunday, 02 June, Auditorium, The Arnolfini workshop presentation E l e n i K y r i o t i Η Διαχρονικότητα του Ελληνικού Μύθου στην Ποίηση του Γιώργου Σεφέρη. The Timelessness of Greek Myth in the Poetry of George Seferis. A b s t r a c t Η παρούσα εισήγηση διαπραγματεύεται το θέμα της παρουσίας του αρχαίου ελληνικού μύθου στην ποίηση του Γιώργου Σεφέρη. Ο μεγάλος μας ποιητής βρίσκει την άκρη του νήματος της μακραίωνης ελληνικής παράδοσης και επανασυνδέεται μαζί της. Ο μύθος και η ιστορία συμπλέκονται με τρόπο δημιουργικό στα ποιήματά του ανασυνθέτοντας τα προσωπικά του βιώματα μα και την αγάπη του ποιητή για τα έργα της αρχαίας ελληνικής γραμματείας. Ως άξιος συνεχιστής της λογοτεχνικής παράδοσης των προγόνων μας μας μυεί στον κόσμο του αρχαιοελληνικού μύθου, κάτω από τον οποίο κείτεται κρυμμένη η ποιητική αλήθεια περιμένοντας να την αποκαλύψουμε. Μέσα στα πλαίσια αυτού του διαλόγου του με την αρχαία ελληνική γραμματεία τοποθετείται και το ποιημά του «Ελένη». Κατά τη διάρκεια της ανάγνωσής του παρακολουθούμε τα επεισόδια μιας αρχαίας ελληνικής τραγωδίας να εκτυλίσσονται μπροστά στα μάτια μας τονίζοντας τη διαχρονικότητα των δεινών του λαού μας. Το αστείρευτο ποιητικό ταλέντο του Σεφέρη κατορθώνει να εξυψώσει τον απλό ομηρικό μύθο σε σύμβολο στοχεύοντας στη διαπλοκή του με το παρόν αλλά και το μέλλον της φυλής μας. Οι διακειμενικές σχέσεις του ποιητικού του λόγου με τη μυθική παράδοση είναι πασιφανείς. Όμως, πού αρχίζει η μυθοπλασία και πού η αλήθεια σε αυτή την εξαίρετη ποιητική δημιουργία του νομπελίστα ποιητή; E l e n i K y r i o t i is a Philologist Archaeologist, graduate from Aristotle University of Thessaloniki Greece. She teaches Greek in private and public secondary education in Thessaloniki, Greece. Having received her diploma by the National Book Centre of Greece, she also works as an editor in various publishing companies in Greece and Cyprus. She is currently a postgraduate student at the Education Department in Nicosia University, Nicosia Cyprus e e k i r i o t h o t m a i l. c o m A p o s t o l i s P s a r r o s Learning Greek through Greek Dancing and Music. 18 A b s t r a c t After 1600 years occupation of Greece by the Romans (Western and Eastern) and another 400 years of Ottoman occupation (and in the meantime, for sorter periods, occupation by the Franks, Venetians and Arabs), it is not clear what elements of ancient Greek dance survived in modern Greek traditional dances. It is believed that various elements of ancient Greek dance survived mixed with elements from other cultures especially Mediterranean ones. Traditional Greek dance is part of daily life, especially in provinces. In this workshop, I m discussing about the teaching methodology that includes Greek dance practicing into the teaching and learning of Greek. Reading the lyrics of the songs and/or the historical and cultural elements of the songs while actually dancing comprise some of the suggested methods in the workshop

25 Sunday, 02 June, Auditorium, The Arnolfini workshop presentation A p o s t o l i s P s a r r o s is a Doctoral Naval Engineer, comes from Naxos - Greece and has been teaching Greek dance since He is the chief/leading dancer at the Student Dance Association of Athens, and teaches dance in Naxian dance groups in Athens. His specialty is the research and instruction of the Aegean dances - the Cycladic dances in particular. In 2002, he established the Student Dance Association, which aims at: teaching Greek local-tradition (dances, songs etc) through seminars and lessons to local dance groups; creating dance groups on professional standards which aim at the creation, promotion and research of Greek folk dances; and at participating in dance and folklore festival performances e t _ p s a r r o y a h o o. c o m K o n s t a n t i n a S o t i r o p o u l o u * Greek as a Tool to Foreign Languages. A Case Study. A b s t r a c t The Greek language has shaped the English vernacular vocabulary as well as the scientific one. Moreover, there are thousands of word-loans in sciences which have been either derived directly from Greek roots (i.e. physics) or created recently as neologisms/hybrid words (i.e. utopia, 1956). More than 50,000 Greek word patterns, word elements and pure words have passed into English vocabulary through various languages like Latin, German, French and Arabic, especially in the late Middle Ages and during the Renaissance. The majority of the Greek words follow the Latin orthographics, such as kalligraphia, which has been transformed into calligraphy from the Latin word calligraphia. Nevertheless, other words, like kaleidoscope and kinetic, retain their original form. Interestingly, there are word-loans, such as pathetic and cynic, which have had their meaning changed completely in English. The aim of this workshop is to illustrate the close relationship between English and Greek and to demonstrate the importance of the latter for the right spelling and the deeper understanding of the majority of, not only the complex, but also the simple words in English. By explaining the meaning of popular prefixes and suffixes, finding the etymology of key words and creating whole sentences with Greek word-loans, English language users may acquire a clearer overview of their own language and at the same time an important skill in recognising, understanding and appreciating the Greek one K o n s t a n t i n a S o t i r o p o u l o u studied Philosophy at the University of Patras in Greece with a focus on Ancient Greek and Modern Philosophy. Her dissertation combined a social, historical and philosophical investigation of the concept of self-sufficiency (autarky) in Ancient Greek thought. She has worked as a Philologist, teaching Classics, Literature, Philosophy and History to children of various ages, as well as Greek for GCSE and A-Levels. Currently, she teaches Modern Greek privately and at the Greek School in Bristol, and GCSE Greek at the Blue School in Wells, emphasising on the links between culture and language, as well as Ancient and Modern Greek e s o t i r o p o u l o u. k o n s t a n t i n g m a i l. c o m * Due to unforeseen circumstances the workshop was presented by Sophia Papadopoulou. Sophia s bio can be seen on page

26 Sunday, 02 June, Auditorium, The Arnolfini workshop presentation P a n a g i o t a M o u x o u r i Teaching and Learning Greek in a Technology-mediated environment: Constraints and Possibilities. A b s t r a c t Theory suggests that one important factor in leading individuals in second language learning is attitude and motivation. What research shows is that technology considers being a key-factor in enhancing the learner s motivation for both language learning and linguistic proficiency. The use of technology, however, most times is constrained and limited to merely exchange of information rather than effective educational for teaching and learning Greek. The possibilities and solutions available open a new horizon for a technology-mediated environment; ICT can be introduced in Greek Supplementary Education P a n a g i o t a M o u x o u r i is student at MSc Education, Technology and Society programme of the University of Bristol with a B.Ed. in Elementary Education in 2012 at the University of Cyprus. Her interest is focused around the use of Information and Communication Technologies (ICT) in formal and informal educational setting. Panayiota is also a volunteer teacher assistant at the Greek School of Bristol e m o u x o u r i. g m a i l. c o m M a r i a M e r t z a n i Teaching Ancient Greek in primary education. Case studies and Μethodological Αpproaches. A b s t r a c t The aim of this workshop is to introduce methodologies that can be applied in the teaching and learning of ancient Greek in primary schools. Following the paradigm of modern language methodologies, the workshop will present practices (e.g. communicative approaches, task-based teaching, role-plays, etc) that can be employed and applied into the teaching of a dead language ancient Greek. Some cases from current teaching practices in English schools will be also presented such as the olivopaedia workshops which taught ancient Greek through drama and art-craft to KS1 and KS2 pupils. Special focus will be on the adaptation of ancient Greek texts into the primary school setting. What are the issues that we can raise? How is then ancient Greek approached? The bio of Maria Mertzani can be seen on page 17. * S o f i a P a p a d o p o u l o u studied Philosophy and Education and completed her master degree requirements in School Pedagogy (Education) in Aristotle University of Thessaloniki (AUTH) in Since then she has been involved in various research projects regarding social and educational aspects such as special education, teachers evaluation system, teaching Greek as a foreign language. In addition, for the past 10 years she has been working as a teacher in secondary schools teaching Ancient and Modern Greek, Greek History and Literature in Greece and recently worked as a volunteer in the Greek school of St. Peter and St. Paul of Bristol. Currently she is involved in a qualitative research as for the assessment of the programme Education of immigrant and repatriate children 20 e p d s o f i y a h o o. g r

27 thank you The symposium was a great success, achieving record attendance and further establishing a reputation as the leading international symposium in the field of Greek Language. Hosted by the Limited Company GreekForYou and organised by its Director, Dr. Maria Mertzani, the symposium was supported by the Society for the Promotion of the Hellenic Studies London U.K., the BBC Radio 4 through its programme Mother Tongue Interference, and the Όλυμπος Manufacturer, in Greece. Participants soaked up the latest opinions, trends, shared experiences with colleagues, made new contacts and strengthened existing relationships, and honed their ideas and knowledge. Photos and news events can be found on Facebook: GreekForYou?ref=hl The symposium expresses gratitude to the organisations and people that made this event possible through their support!