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.

Size: px
Start display at page:

Download "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."

Transcription

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 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: 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: 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: 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: https://www.facebook.com/ GreekForYou?ref=hl The symposium expresses gratitude to the organisations and people that made this event possible through their support!

Programme Specification: BA Teaching English as a Foreign Language

Programme Specification: BA Teaching English as a Foreign Language Programme Specification: BA Teaching English as a Foreign Language 1. Programme title Teaching English as a Foreign Language 2. Awarding institution Middlesex University 3. Teaching institution Middlesex

More information

Chair in Sport (Social Sciences) University of Bath Campus. Job purpose

Chair in Sport (Social Sciences) University of Bath Campus. Job purpose Job title: Department/School: Grade: Location: Chair in Sport (Social Sciences) Education Chair University of Bath Campus Job purpose The Department of Education wishes to appoint a Chair in Sport (Social

More information

MA TESOL. Teaching English to Speakers of Other Languages

MA TESOL. Teaching English to Speakers of Other Languages Teaching English to Speakers of Other Languages The MA TESOL is a full-time specialist degree for people who wish to enhance their career prospects in the field of teaching English as a second, foreign

More information

School of Sport and Education. Postgraduate Study Doctor of Education (EdD)

School of Sport and Education. Postgraduate Study Doctor of Education (EdD) School of Sport and Education Postgraduate Study Doctor of Education (EdD) www.brunel.ac.uk/edd August 2011 Education at Brunel experience, expertise and excellence in one place Dr Sue Collins leads Education

More information

Μοναδική εορταστική προσφορά!

Μοναδική εορταστική προσφορά! Μοναδική εορταστική προσφορά! Η Louis Cruises και το γραφείο μας ως αντιπρόσωπος Βορείου Ελλάδος, με υπερηφάνεια παρουσιάζουν την Celestyal Cruises με μια μοναδική εορταστική προσφορά: Για όλες τις κρατήσεις

More information

THE LESTER AND SALLY ENTIN FACULTY OF HUMANITIES School of Jewish Studies School of History School of Cultural Studies School of Philosophy School of Education 069 Department of Geography and the Human

More information

Continuous Professional Development. For Education Professionals, Teachers and Support Staff

Continuous Professional Development. For Education Professionals, Teachers and Support Staff Continuous Professional Development For Education Professionals, Teachers and Support Staff Introduction The School of Education is passionate about leading change which transforms the lives of children

More information

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) 215 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

More information

Contents. Why choose Film Studies at Liverpool? 01 Degrees 03 Example student timetable 04 Module details 06 Honours Select 08

Contents. Why choose Film Studies at Liverpool? 01 Degrees 03 Example student timetable 04 Module details 06 Honours Select 08 Film Studies Contents Why choose Film Studies at Liverpool? 01 Degrees 03 Example student timetable 04 Module details 06 Honours Select 08 @livuni www.facebook.com/universityof Liverpool @livuni UofLTube

More information

Dimitrios Anastasiou Curriculum Vitae PRESENT POSITION

Dimitrios Anastasiou Curriculum Vitae PRESENT POSITION Dimitrios Anastasiou Curriculum Vitae PRESENT POSITION Assistant Professor of Special Education Department of Elementary Education University of Western Macedonia 3 rd km highway Nikis Florinas 53100 Florina,

More information

EDUCATION STUDIES TRIPOS

EDUCATION STUDIES TRIPOS University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information contained in this programme specification. At the time of publication, the programme

More information

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign

More information

COMPLEMENTING THE CEFR: Developing Objective Criteria to Assess Interlingual Mediation Competence

COMPLEMENTING THE CEFR: Developing Objective Criteria to Assess Interlingual Mediation Competence COMPLEMENTING THE CEFR: Developing Objective Criteria to Assess Interlingual Mediation Competence Dr Maria Stathopoulou RCeL Research Associate University of Athens This presentation: deals with an unexplored

More information

DysTEFL 2 Dyslexia for Teachers of English as a Foreign Language

DysTEFL 2 Dyslexia for Teachers of English as a Foreign Language 25 June 2016, Łódź, Poland CONFERENCE VENUE: University of Łódź Faculty of Philology ul. Pomorska 171/173, Łódź DysTEFL 2 Dyslexia for Teachers of English as a Foreign Language CONFERENCE PROGRAMME 09:45-10:00

More information

SCHOOL OF LANGUAGE & LITERATURE POSTGRADUATE GUIDE. www.abdn.ac.uk/sll

SCHOOL OF LANGUAGE & LITERATURE POSTGRADUATE GUIDE. www.abdn.ac.uk/sll SCHOOL OF LANGUAGE & LITERATURE POSTGRADUATE GUIDE www.abdn.ac.uk/sll A reputation of excellence in the arts and humanities Home to some of the world s leading scholars in language, linguistics and literary

More information

MA in Art History, Curatorship and Renaissance Culture

MA in Art History, Curatorship and Renaissance Culture MA in Art History, Curatorship and Renaissance Culture Why choose this degree? The Warburg Institute is one of Europe s great interdisciplinary cultural institutions. Its unique resources and leading academics

More information

Call for Applicants (Non-Greek Nationals) PROGRAMME 2014-2015 DOCTORAL/POSTDOCTORAL RESEARCH IN GREECE

Call for Applicants (Non-Greek Nationals) PROGRAMME 2014-2015 DOCTORAL/POSTDOCTORAL RESEARCH IN GREECE HELLENIC REPUBLIC MINISTRY OF EDUCATION & RELIGIOUS AFFAIRS ------ STATE SCHOLARSHIPS FOUNDATION (Ι.Κ.Υ.) DIRECTORATE FOR SPECIAL PROGRAMMES, INTERNATIONAL SCHOLARSHIPS UNIT FOR FOREIGNERS AND CULTURAL

More information

Politics and International Relations

Politics and International Relations Undergraduate Politics and International Relations Politics is one of the most important of all human activities, and its study is central to the social sciences. Central to the study of politics and international

More information

Lecturer in Primary Education (English)

Lecturer in Primary Education (English) Lecturer in Primary Education (English) College of Social Science School of Education Salary Grade 8-36,298 to 44,607 Ref: SSC00383 At Leicester we re going places. Ranked in the top 12 universities in

More information

Dr. Periklis Tagkas, Associate Professor

Dr. Periklis Tagkas, Associate Professor Dr. Periklis Tagkas, Associate Professor Department of Business Administration T.E.I. of Epirus Igoumenitsa 46100, Greece E-mail: ptangas@teiep.gr Tel: ++26650-49861 Fax: ++26650-49892 http://flmc.teiep.gr

More information

Italian Language & Culture Courses for Foreigners. ITALY Language Training

Italian Language & Culture Courses for Foreigners. ITALY Language Training Italian Language & Culture Courses for Foreigners ITALY 1 Good Practice Executive Summary Founded in the early 1920's with the aim of teaching Italian civilisation and artistic heritage to foreigners,

More information

Psychology, Early Childhood Studies, Counselling Date specification last up-dated May 2014

Psychology, Early Childhood Studies, Counselling Date specification last up-dated May 2014 Child Psychology Final award Intermediate awards available UCAS code Details of professional body accreditation BSc (Hons) Cert. HE, DipHE, BSc C823 British Psychological Society Relevant QAA Benchmark

More information

Fixed term 1 September 2014 31 August 2015

Fixed term 1 September 2014 31 August 2015 Job title: Department: Teaching Fellow Education Grade: Grade 7 1 full-time equivalent post. Consideration will be given both to those who wish to work full-time, and those who wish to work part-time.

More information

Learning English Language by Radio in Primary Schools in Kenya

Learning English Language by Radio in Primary Schools in Kenya Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya E-mail: Odera_florence@yahoo.co.uk Introduction and background information One of the

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Education and Technology Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

Centre for English Language Teaching (CELT) Specialised Courses

Centre for English Language Teaching (CELT) Specialised Courses Centre for English Language Teaching (CELT) Specialised Courses Tailor your English Language EXPERIENCE 2 The University of Western Australia s Centre for English Language Teaching (UWA CELT) is able to

More information

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:

More information

Programme Specification (Postgraduate) Date amended: March 2012

Programme Specification (Postgraduate) Date amended: March 2012 Programme Specification (Postgraduate) Date amended: March 2012 1. Programme Title(s): MA in Applied Linguistics and TESOL 2. Awarding body or institution: University of Leicester 3. a) Mode of study Campus:

More information

Nefertari International Schools IBDP Candidate School Whole School Language Policy

Nefertari International Schools IBDP Candidate School Whole School Language Policy Nefertari International Schools IBDP Candidate School Whole School Language Policy Release Date: September 2014 To be Reviewed: September 2019 Introduction Before framing the language policy for the International

More information

Teacher Development Course Descriptions

Teacher Development Course Descriptions Teacher Development Course Descriptions Course Overview A range of 1-week (20 hours) or 2-week (40 hours) courses Methodology and practical training ideas for language and subject teachers Individual tutorials

More information

Dublin City University Ollscoil Chathair Bhaile Átha Cliath

Dublin City University Ollscoil Chathair Bhaile Átha Cliath Dublin City University Ollscoil Chathair Bhaile Átha Cliath DCU SCHOOL OF COMMUNICATIONS Postgraduate Study 2008 Graduates of the masters programmes in DCU School of Communications help our society tell

More information

Teaching Fellow in International Relations

Teaching Fellow in International Relations Teaching Fellow in International Relations College of Social Science Department of Politics and International Relations Salary Grade 7-31,644 to 36,661 per annum Fixed Term Contract from 1 August 2014

More information

Learning Support Assistant Oasis Academy John Williams

Learning Support Assistant Oasis Academy John Williams Learning Support Assistant Oasis Academy John Williams Welcome to Oasis Academy John Williams! It is an exciting time to be part of Oasis Academy John Williams; we moved into our brand new state of the

More information

Spanish course for Primary teachers in Scotland

Spanish course for Primary teachers in Scotland Spanish course for Primary teachers in Scotland Looking The ahead foreign new 1+2 Languages Policy implemented by the Scottish Government offers a unique opportunity to contribute to the promotion and

More information

Psychology. Undergraduate

Psychology. Undergraduate Undergraduate Psychology Psychology encompasses a range of disciplines that share an interest in understanding how humans and other animals interpret and respond to their mental and physical world. It

More information

Early Childhood Education and Care

Early Childhood Education and Care Early Childhood Education and Care Final award BA Honours Intermediate awards available Cert HE, Dip HE, BA UCAS code 1L89 Details of professional body accreditation N/A Relevant QAA Benchmark statements

More information

Interdisciplinary Degrees

Interdisciplinary Degrees 74 Interdisciplinary Degrees Degree options MLitt (One Year Full time) Coursework & 15,000-word Dissertation Central and East European Studies Environmental History Intellectual History Legal and Constitutional

More information

Designing a VLE for Academic Reading Language Courses. Nebojša Radić, Jackie Bow, Pedro Barriuso-Algar & Paul Högger Language Centre

Designing a VLE for Academic Reading Language Courses. Nebojša Radić, Jackie Bow, Pedro Barriuso-Algar & Paul Högger Language Centre Designing a VLE for Academic Reading Language Courses Nebojša Radić, Jackie Bow, Pedro Barriuso-Algar & Paul Högger Language Centre Designing a VLE for Academic Reading Courses 20 years of ICT CULP context

More information

MA HERITAGE MANAGEMENT. A University of Kent and Athens University of Economics and Business (AUEB) collaborative programme

MA HERITAGE MANAGEMENT. A University of Kent and Athens University of Economics and Business (AUEB) collaborative programme MA HERITAGE MANAGEMENT A University of Kent and Athens University of Economics and Business (AUEB) collaborative programme 2 Heritage Management MA HERITAGE MANAGEMENT The MA in Heritage Management is

More information

Invitation for paper proposals

Invitation for paper proposals The role of higher education in the process of professionalisation of adult educators *** 4 th Biennial meeting of the ESREA Research Network for Adult Educators, Trainers and their Professionalisation

More information

GRADUATE SCHOOL POSTGRADUATE PROGRAMME PLACES FOR THE ACADEMIC YEAR 2015-2016

GRADUATE SCHOOL POSTGRADUATE PROGRAMME PLACES FOR THE ACADEMIC YEAR 2015-2016 GRADUATE SCHOOL POSTGRADUATE PROGRAMME PLACES FOR THE ACADEMIC YEAR 2015-2016 February 2015 CONTENTS 1. DEPARTMENT OF ACCOUNTING AND FINANCE... 3 2. DEPARTMENT OF ARCHITECTURE... 3 3. DEPARTMENT OF BIOLOGICAL

More information

Our courses. t: +44 (0)115 951 4591. This information is available in alternative formats. Connect with us

Our courses. t: +44 (0)115 951 4591. This information is available in alternative formats. Connect with us Department of Philosophy Our courses We offer a range of philosophy courses at The University of Nottingham. You can either study philosophy on its own as a single honours degree, or in conjunction with

More information

Programme Specification

Programme Specification Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution Queen

More information

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd)

REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) 247 REGULATIONS FOR THE DEGREE OF MASTER OF EDUCATION (MEd) (See also General Regulations) Any publication based on work approved for a higher degree should contain a reference to the effect that the work

More information

in Applied Linguistics

in Applied Linguistics Master of Arts in Applied Linguistics Master of Arts in Applied Linguistics (MAAL) Master of Arts in Applied Linguistics (MAAL) What makes us unique We offer a balanced program in linguistics and language

More information

University of Cambridge: Programme Specifications MASTER OF PHILOSOPHY IN MODERN EUROPEAN HISTORY

University of Cambridge: Programme Specifications MASTER OF PHILOSOPHY IN MODERN EUROPEAN HISTORY University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Psychology Award BSc (Hons) School School of Arts and Social Sciences Department or equivalent Department of Psychology UCAS Code

More information

Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL)

Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) Master of Arts in Teaching English to Speakers of Other Languages (MA TESOL) Overview Teaching English to non-native English speakers requires skills beyond just knowing the language. Teachers must have

More information

School of Teacher Education. Professional Masters Opportunities

School of Teacher Education. Professional Masters Opportunities School of Teacher Education Professional Masters Opportunities 2 Contents s Welcome from the Dean of Education... Welcome from the Head of School of Teacher Education... Masters (MA) and Masters of Education

More information

Make a Major difference to your degree. Flexible Learning at Southampton

Make a Major difference to your degree. Flexible Learning at Southampton Make a Major difference to your degree. Flexible Learning at Southampton 2 Studying a Minor subject allows you to broaden your educational experience Make a Major difference to your degree by choosing

More information

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy

Our Lady of Lourdes Catholic Nursery & Primary School. Modern Foreign Language Policy Our Lady of Lourdes Catholic Nursery & Primary School Modern Foreign Language Policy September 2014 Review Date: September 2016 INTRODUCTION This subject policy is one in a series that makes up the Whole

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty

More information

School of Health in Social Science. Counselling and Psychotherapy. PhD/MPhil DEGREES IN COUNSELLING STUDIES INFORMATION BOOKLET, 2009 2010

School of Health in Social Science. Counselling and Psychotherapy. PhD/MPhil DEGREES IN COUNSELLING STUDIES INFORMATION BOOKLET, 2009 2010 School of Health in Social Science Counselling and Psychotherapy PhD/MPhil DEGREES IN COUNSELLING STUDIES INFORMATION BOOKLET, 2009 2010 Introduction The University of Edinburgh is a leading research university

More information

School of Law. Postgraduate Degrees LLM Senior Status

School of Law. Postgraduate Degrees LLM Senior Status School of Law Postgraduate Degrees LLM Senior Status 02 LLM Senior status LLM Senior Status 03 Contents Contact us The School of Law at Leeds 3 The School of Law at Leeds The City of Leeds 4 LLM Senior

More information

Programme Specification. BSc (Hons) Sound Technology and Digital Music. Valid from: September 2012 Faculty of Technology, Design and Environment

Programme Specification. BSc (Hons) Sound Technology and Digital Music. Valid from: September 2012 Faculty of Technology, Design and Environment Programme Specification BSc (Hons) Sound Technology and Digital Music Valid from: September 2012 Faculty of Technology, Design and Environment SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA English Education Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final award Master

More information

PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION

PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION PHD & M.PHIL Research Postgraduate Programmes CUHK FACULTY OF EDUCATION FACULTY OF EDUCATION The Faculty of Education is a community of faculty members, students and staff members who are passionate about

More information

REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME

REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME September 2005 Myra A Pearson, Depute Registrar (Education) Dr Dean Robson, Professional Officer First Published 2005 The General Teaching Council

More information

College of Education. Curriculum and Instruction

College of Education. Curriculum and Instruction 317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational

More information

Psychology Online MSc Programmes

Psychology Online MSc Programmes Online MSc Programmes 2 Why study for an online masters in psychology with the University of Liverpool? Gain a masters degree from a pioneering, globally respected university with a School of Psychology

More information

Degree regulations of the School of Electrical Engineering

Degree regulations of the School of Electrical Engineering Degree regulations of the School of Electrical Engineering Approved by the Academic Committee for Electrical Engineering on 7 June 2011. I General provisions Section 1 Mission As a unit defined in Section

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

POSTGRADUATE PROGRAMMES. DEGREES v DIPLOMAS. Faculty of Education

POSTGRADUATE PROGRAMMES. DEGREES v DIPLOMAS. Faculty of Education POSTGRADUATE PROGRAMMES DEGREES v DIPLOMAS Faculty of Education FACULTY OF EDUCATION INDEX POSTGRADUATE PROGRAMMES The University reserves the right, at any time, should circumstance dictate, to make changes

More information

POSTGRADUATE PROGRAMME PLACES FOR THE SPRING SEMESTER 2015-2016

POSTGRADUATE PROGRAMME PLACES FOR THE SPRING SEMESTER 2015-2016 POSTGRADUATE PROGRAMME PLACES FOR THE SPRING SEMESTER 2015-2016 October 2015 CONTENTS 1. DEPARTMENT OF ACCOUNTING AND FINANCE... 3 2. DEPARTMENT OF ARCHITECTURE... 3 3. DEPARTMENT OF BIOLOGICAL SCIENCES...

More information

Postgraduate Certificate in Education. Specialist Tutor (ITE Tutor) Job and Person Specification

Postgraduate Certificate in Education. Specialist Tutor (ITE Tutor) Job and Person Specification Course description Postgraduate Certificate in Education Specialist Tutor (ITE Tutor) Job and Person Specification The Open University Postgraduate Certificate in Education (PGCE), is available in England,

More information

MINISTRY OF EDUCATION & RELIGIOUS AFFAIRS

MINISTRY OF EDUCATION & RELIGIOUS AFFAIRS MINISTRY OF EDUCATION & RELIGIOUS AFFAIRS Case study A program for the development of guidance counselors skills in Greece Fotini Vlachaki, Guidance Counsellor MSc, Director of the Career Guidance Directorate,

More information

Course Book. Data for ELCC School Registration 2015/16

Course Book. Data for ELCC School Registration 2015/16 Course Book Data for ELCC School Registration 2015/16 Dec 1, 2014 1 Appleby College, Balmoral Hall, The Bishop Strachan School, Elmwood School, Havergal College, Hawthorne School, Hillfield Strathallan

More information

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology

PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS. School of Arts and Social Sciences Department or equivalent Department of Psychology PROGRAMME SPECIFICATION UNDERGRADUATE PROGRAMMES KEY FACTS Programme name Psychology Award BSc (Hons) School School of Arts and Social Sciences Department or equivalent Department of Psychology UCAS Code

More information

Cambridge AICE Diploma A passport to success in education, university and work

Cambridge AICE Diploma A passport to success in education, university and work Cambridge AICE Diploma A passport to success in education, university and work Revised for first award in June 2017 The Cambridge approach supports schools to develop learners who are: confident in working

More information

Film and television Undergraduate

Film and television Undergraduate Film and television Undergraduate I moved to London after graduating. I wanted to work in the film industry and was very lucky to be offered an unpaid internship. Then I became assistant to a producer,

More information

University of Cambridge: Programme Specifications POSTGRADUATE AWARD IN EDUCATIONAL STUDIES

University of Cambridge: Programme Specifications POSTGRADUATE AWARD IN EDUCATIONAL STUDIES University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

about the screen academy and the film fund

about the screen academy and the film fund about the screen academy and the film fund contents 02 04 08 1 0 14 Screen Institute Beirut Aims The Film Fund The Screen Academy Teaching Philosophy layout and design by vit-e 2010 screeninstitutebeirut.org

More information

BA LIBERAL ARTS. Q: what is a Liberal Arts degree Programme? Q: what are the unique features of the Warwick BA in Liberal Arts?

BA LIBERAL ARTS. Q: what is a Liberal Arts degree Programme? Q: what are the unique features of the Warwick BA in Liberal Arts? BA LIBERAL ARTS PROGRAMME FAQ Q: what is a Liberal Arts degree Programme? Liberal Arts education has a long history in Western civilisation. In its oldest form, it involved students thinking philosophically

More information

Course Book. Data for ELCC School Registration 2016/17

Course Book. Data for ELCC School Registration 2016/17 Course Book Data for ELCC School Registration 2016/17 December 6 2015 1 Appleby College, Balmoral Hall, The Bishop Strachan School, Elmwood School, Havergal College, Hillfield Strathallan College, Northmount

More information

Introducing the Department of International Business Language

Introducing the Department of International Business Language 1 Introducing the Department of International Business Language Language Teaching Strategy at the College of International Management and Business (CIMB) at Budapest Business School (BBS). High-quality

More information

Programme Specification. BSc (Hons) Accounting and Finance. Valid from: September 2015 Faculty of Business

Programme Specification. BSc (Hons) Accounting and Finance. Valid from: September 2015 Faculty of Business Programme Specification BSc (Hons) Accounting and Finance Valid from: September 2015 Faculty of Business SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme

More information

Biology Chemistry Engineering Environmental Sciences Geography Geology Mathematics Medical Sciences Physics Psychology

Biology Chemistry Engineering Environmental Sciences Geography Geology Mathematics Medical Sciences Physics Psychology Biology Chemistry Engineering Environmental Sciences Geography Geology Mathematics Medical Sciences Physics Psychology The North West Science Centre Scientific research - which can be defined as the process

More information

BACHELOR OF THEOLOGY FOR MINISTRY (BTh) CERTIFICATE IN THEOLOGY FOR MINISTRY (CTM) INSTITUTE FOR ORTHODOX CHRISTIAN STUDIES

BACHELOR OF THEOLOGY FOR MINISTRY (BTh) CERTIFICATE IN THEOLOGY FOR MINISTRY (CTM) INSTITUTE FOR ORTHODOX CHRISTIAN STUDIES BACHELOR OF THEOLOGY FOR MINISTRY (BTh) CERTIFICATE IN THEOLOGY FOR MINISTRY (CTM) INSTITUTE FOR ORTHODOX CHRISTIAN STUDIES C A M B R I D G E WHO WE ARE BTh/Certificate in Theology for Ministry The Institute

More information

REQUIREMENTS. for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION

REQUIREMENTS. for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION APPROVED VERSION Page 1 REQUIREMENTS for OMAN S SYSTEM OF QUALITY ASSURANCE IN HIGHER EDUCATION APPROVED VERSION Page 2 TABLE OF CONTENTS INTRODUCTION Part One: Standards I. Standards for Quality Assurance

More information

Your Programme. One year, full-time campus based, and an 18-month distance learning routes are available.

Your Programme. One year, full-time campus based, and an 18-month distance learning routes are available. Your Programme Professional Graduate Diploma in Education (PGDE) Introduction The School of Education was established in December 2001 following the merger of the University of Aberdeen and Northern College.

More information

Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MRes Developmental Psychology Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

External Examiner's Report Template Academic Year: 2012-13

External Examiner's Report Template Academic Year: 2012-13 External Examiner's Report Template Academic Year: 2012-13 Section A Name of External Examiner: Karen Teasdale Home Institution of External Examiner: Birmingham City University UW Award/Course being externally

More information

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy

Ribby with Wrea Endowed C.E. Primary School. Modern Foreign Languages Policy Ribby with Wrea Endowed C.E. Primary School Modern Foreign Languages Policy Gill Metherell Updated: January 2011 Review Date: January 2012 Introduction Our teaching of a Modern Foreign Language (MFL) is

More information

MASTERS IN BUSINESS ADMINISTRATION MBA PLUS

MASTERS IN BUSINESS ADMINISTRATION MBA PLUS MASTERS IN BUSINESS ADMINISTRATION MBA PLUS INTRODUCING THE NORTHAMPTON BUSINESS SCHOOL MBA PLUS The Northampton Business School MBA Plus is an internationally recognised postgraduate qualification in

More information

SHARON MARKLESS CURRICULUM VITAE

SHARON MARKLESS CURRICULUM VITAE SHARON MARKLESS CURRICULUM VITAE 1 QUALIFICATIONS and PROFESSIONAL DEVELOPMENT M.Ed.: Organisation and Planning in Education Systems; University of Manchester, 1977 P.G.C.E (Secondary): University of Manchester,

More information

Programme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games

Programme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games Programme Specification and Curriculum Map for BSc Honours Computing, Graphics and Games 1. Programme title BSc Honours Computing, Graphics and Games 2. Awarding institution Middlesex University 3. Teaching

More information

IMPERIAL COLLEGE LONDON ORDINANCE B1 DEGREES AND OTHER AWARDS GRANTED BY THE UNIVERSITY

IMPERIAL COLLEGE LONDON ORDINANCE B1 DEGREES AND OTHER AWARDS GRANTED BY THE UNIVERSITY IMPERIAL COLLEGE LONDON ORDINANCE B1 DEGREES AND OTHER AWARDS GRANTED BY THE UNIVERSITY THE DEGREES 1. The following degrees, listed in alphabetical order with their abbreviated titles, are those which

More information

External Candidate Online Application

External Candidate Online Application External Candidate Online Application Candidates wishing to sit examinations in a Department of Education Secondary School Before applying as an External Candidate you must first download the School request

More information

Programme Specification. Master of Science Financial Economics. Valid from: September 2014 Faculty of Business

Programme Specification. Master of Science Financial Economics. Valid from: September 2014 Faculty of Business Programme Specification Master of Science Financial Economics Valid from: September 2014 Faculty of Business SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award:

More information

Teaching and teaching qualifications

Teaching and teaching qualifications Information Date of issue: Audience Overview Action required Further information Additional copies Related documents Digital ISBN 978 0 7504 7982 0 Crown copyright 2013 WG16641 All bodies concerned with

More information

University Language Programme www.ntu.ac.uk/ulp

University Language Programme www.ntu.ac.uk/ulp Explore Your Opportunities Learn a Language University Language Programme www.ntu.ac.uk/ulp Whether you want to learn a new improve your existing language skills, travel the world or boost your career

More information

University of Kentucky 2004-2005 Undergraduate Bulletin 1

University of Kentucky 2004-2005 Undergraduate Bulletin 1 317 INTRODUCTION TO INSTRUCTIONAL MEDIA. (1) An introductory instructional media experience including basic production and utilization techniques for media materials and operation of commonly used educational

More information

UNIVERSITY OF KENT. Degree and Programme Title BA Liberal Arts with integral Year Abroad

UNIVERSITY OF KENT. Degree and Programme Title BA Liberal Arts with integral Year Abroad Degree and Programme Title BA Liberal Arts with integral Year Abroad 1. Awarding Institution/Body University of Kent 2. Teaching Institution University of Kent 3. Teaching Site Canterbury 4. Programme

More information

Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI

Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI Doctor of Education (EdD) in TESOL AVAILABLE IN EXETER AND DUBAI The Programme The degree of Doctor of Education (EdD) in TESOL aims to provide experienced professionals within the field of language teaching

More information

California University Intermediate Unit 1 ESL Professional Development Project

California University Intermediate Unit 1 ESL Professional Development Project California University Intermediate Unit 1 ESL Professional Development Project The California University of Pennsylvania (Cal U)/ Intermediate Unit 1 (IU1) English as a Second Language (ESL) Professional

More information

UNIVERSITY OF BRADFORD School of Management Programme/programme title: Master of Science in Strategic Marketing

UNIVERSITY OF BRADFORD School of Management Programme/programme title: Master of Science in Strategic Marketing UNIVERSITY OF BRADFORD School of Management Programme/programme title: Master of Science in Strategic Marketing Awarding and teaching institution: Final and interim awards: Programme title: Programme approved/

More information

Programme Specification and Curriculum Map for MA TESOL

Programme Specification and Curriculum Map for MA TESOL Programme Specification and Curriculum Map for MA TESOL 1. Programme title MA TESOL 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by

More information

THE CHEADLE COLLEGE THE CHEADLE COLLEGE. college guide

THE CHEADLE COLLEGE THE CHEADLE COLLEGE. college guide college guide ambitious to be an outstanding college within its community, and for its community. STUDENTS BETWEEN lessons Our grades have improved every year for the past five years The Cheadle College

More information

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century

COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS. STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The

More information