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First administration of Michigan
State Universitys examinations
in Greece a success!
Dr Rodney Coules _ . 4
Aheadbooks and black cat join
forces
_ . 5
APLF:
2009
_ . 6
Learning Difficulties
. _ . 8
Using DVD Video in the
classroom
Eftichis Kantarakis _ . 10
fi;K TEOS _ . 14
fi ISO
9001:2008
_ . 16
MUNDO ESPANOL ediciones_ . 18
Enseigner le Franais Langue
Etrangre Enjeux actuels-
Nouveaux dfis
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The first administration of Michigan State Universitys examination
for the Certificate of English Language Competency (MSU-CELC) was
held on 4th April, 2009 at Anatolia College with candidates reporting for
the examination from various parts of Northern Greece including
Alexandroupolis, Chalkidiki, Drama, Grevena, Kilkis, Kozani, Serres,
Skydra ,Thessaloniki and Veria. This new ASEP-approved examination at
the B2 level of the CEFR will be offered twice a year with the next
administration scheduled for 5th December of this year.
Dr. Susan M. Gass and Dr. Daniel J Reed of the English Language
Center at Michigan State University were present to oversee all the parts
of the examination, which were administered on the same day. Most
candidates reported finding that the examination lived up to their
expectations, and several school owners, many of whom had attended
one of the 7 workshops conducted in Alexandroupolis, Kozani, Larissa
and Thessaloniki prior to the examination, have been enthusiastic in
their praise of the examination and its smooth administration.
Among the many acknowledgements received from language
school owners and teachers whose candidates participated in the
examination was the following:
I have just received the results on the MSU test and communicated
them to enthusiastic parents! I wish to extend my congratulations and
warmest thanks to you for an impeccable organization .My students
told me about the warm and kind reception
they had from you on the day of the
examination and how they felt at home in the
examination room. I wish to extend my
thanks to the administrative staff for their
understanding and cooperation and the help
they gave me and to congratulate them as
well. I am looking forward to the next
examination period and my students arecoming in numbers for the proficiency exam
too!
Results for the examination were
received as expected approximately 30 days
after the administration on 5th May and were
announced to school owners and candidates
two days later. Issuing of certificates and
score reports for the examination began on
25th May.
Anatolia College and Michigan State
University look forward to continued support
from the language teaching community inGreece of their efforts to provide tests that
are both user-friendly and reliable.
First administrationof Michigan State
Universitys
examinations in
Greece a success!
[ fi fi ]04
IOYNIO 2009
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[ fi fi ] 05
IOYNIO 2009
Aheadbooks publications, introduced itself into the ESL community
about 4 years ago, bringing high quality publications, into the English
language teaching world. Its rapid approval from many well established
institutions, throughout Greece and internationally, led to the exclusive
partnership with a leading publishing house Black Cat.
Aheadbooks and Black Cat have teamed up to bring you top quality
books at affordable prices. Their book catalogue includes all Cambridge
course and exam practice material ranging from YLE, to FCE. They also
carry a f ine selection of Grammar ser ies, as well as v ar ious
supplementary materials for all subjects.Last but not least,the vast
selection of Black cat readers,considered to bethe best on the market.
For any further information or to request a complementary
catalogue please contact at [email protected] or 210 57 40 892.
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87- . 210-5756882 . . 350 fi O 2000 -. 210-2710665 2 - . 210-5312269 16 - . 210-8066377
14 - . 210-9955162 4 - . 210-6844417
fi 54-56 - . 210-4942302 24 & - . 2310-224732
AHEADBOOKSAND
BLACK CAT
JOIN FORCES
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IOYNIO 2009
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e-mail : [email protected]
site: www.aplf.gr
APLF:
2009
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When we talk about Learning Difficulties, we often refer to
dyslexia, dysgraphia and dyscalculia since these ones are the most
frequently diagnosed by specialists
(psychologists/neurologists/special educators).
It is worth pointing out that Learning Difficulties should not be
confused with learning problems which are primarily the result of
visual, hearing, or motor handicaps. Specific Learning Difficulties
are not associated with mental retardation and/or neurological or
emotional disturbances. They are not the result of family or social
deprivation although they are highly associated with both of
them.
The most frequently displayed symptoms of children with learning
difficulties are the following
Short attention span
Poor memory
Difficulty following directions
Inability to discriminate between/among letters, numerals, or
sounds
Poor reading and/or writing ability
Eye-hand coordination problems
Difficulties with sequencing
General disorganization
To be more specific some of the warning signs of dyslexia are the
following:
Reading and Spelling difficulties
Handwriting issues ( Dysgraphia )
Quality of written work
Directionality issues
Rote memory of non-meaningful facts
Spatial organization
People with dyslexia do not make random reading errors. They
make very specific types of errors. For example, when reading
aloud, they read slow, often ignore punctuation, reverse, invert ortranspose letters.
They become visibly tired after reading for only a short time.
Their reading comprehension may be low due to spending so
LEARNINGDIFFICULTIES.
ARE THEY STRONG
ENOUGH TO DEPRIVE
A PERSON OF SUCCESS? {How prepared are we to oncorporate them in the schoolenvironment?}
.
New York [email protected]
[ fi fi ]08
IOYNIO 2009
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much effort trying to read the words. They substitute similar-
looking words even if it changes the meaning of the sentence.
When reading a story or a sentence, they may substitute a word
that means the same thing but doesn't look at all similar. They
omit, misread or add small words as well. In addition, their written
work shows signs of spelling uncertainty and cross outs.
Every individual with a learning disability is unique and shows a
different combination and degree of difficulties. A common
characteristic among people with learning disabilities is uneven
areas of ability. For instance, a child with dyslexia who struggles
with reading, writing and spelling may be very capable in math and
science.
Generally speaking, people with learning difficulties are of average
or above average intelligence. There often appears to be a gap
between the individuals potential and actual achievement. The
child with learning difficulties is often a smart individual whocomes to school eager to learn and participate. He/she might be a
little over-excited but this is due to the fact that he/she strongly
feels the need to be accepted and loved by his/her teachers and
peers in a specific social environment. Soon enough, he realises
that although he tries hard, he cant reach the level of his
classmates and always encounters failure. This is one of the main
reasons why this child stops trying and develops a very low self-
esteem. He accepts failure as a burden that he is doomed to carry
throughout his school life. He tries to find ways to deal with it. He
either becomes passive and depressed or even becomes
aggressive in a vain effort to persuade everyone around him that
he is not interested in school success. He builds a high wallaround him in order to protect himself from pain. The constant
pain of failure!
This is when the main concern of educators arises. How do we
handle these children who refuse to be helped? How do we make
them be interested in the subject we teach?
The answer is simple. We firstly make them feel needed and
approved.
By telling them that they can become good students we dont
provide them with the tools to handle their difficulties. The next
step is
the creation of an individualised lesson plan based on their needs.
A trap for all educators is to focus on their students weaknesses
and
put aside their students strengths. We should not forget that our
students strengths, which always act as motivating sources,
are the ones that will help us make them interested in learning.
Their self-esteem will be reconstructed on solid foundations since
they will be trained to develop a different opinion about
themselves.
On the other hand, a well-informed teacher is able to understand
his/her students problems and adjust his/her lesson plan to
satisfy all his/her students needs. The lesson should become
interesting, exciting and easy to follow. Everybody should be
involved and leave the classroom feeling that he/she had an
active and important role in it. In other words, the lesson should beturned into an unforgettable experience, a new but at the same
time approachable world ready to be explored.
Students with learning difficulties need multi-sensory teaching
methods. They need strong associations, involvement and
constant motivation.
That makes me wonder though!
Is there a student who doesnt need all these things in order to
excel?
Are traditional teaching methods able enough to make our mixed-
ability classrooms look appeal to all students? Isnt it time we tried
something new, something that would give us excitement, joy,
satisfaction and after all a reason to try harder?
Teaching different students has always been a challenge for
every teacher. The biggest challenge of all though, is to try new
things in the classroom, evaluate new teaching methods and be
ready to face the results of your changes.
A learning difficulty cannot be cured or fixed; it is a lifelong
challenge. However, with appropriate support and intervention,
people with learning difficulties can achieve success in school, inrelationships, and in the community.
Guided by our desire to help all students experience success and
armed with knowledge that derives from lifelong learning, we can
certainly help all our students, with or without learning difficulties
cope with their problems and never allow them to act as an
obstacle to their difficult but unbelievably exciting trip to
knowledge.
[ fi fi ] 09
IOYNIO 2009
fi
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fi fi ;,
20 I, 12.00 14.00, fi
, A 38, A.
E: . E ,
www.nyc.gr 210 3225961
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[ fi fi ]10
As teachers we are always looking for ways to make English lan-
guage learning memorable and meaningful. Technology offers us the
opportunity to actively engage students in the English language learn-
ing process by motivating students to interact with the language, there-
by providing the foundation for natural language reproduction. Intro-
ducing DVD / Video in the ELT classroom is one such method.
This is the first of a two-part article that will look at a) the advan-
tages of using DVD / Video as an English language learning tool and b)
some of the methodological alternatives of using this medium in the
ELT classroom.
Why use DVD / Video?
DVD / Video can be made up of non-fictional material like that pre-
sented in the wide range of National Geographic graded readers distrib-
uted by New Editions or of fictional material such as cartoon stories in
courses like World Wonders, the new ABC course by New Editions, both
designed for the purpose of English language learning. Alternatively,
teachers can also utilize authentic DVD / Video material in the class-
room. Whatever the case, the use of this tool adds variety to the tradi-
tional lesson mix and provides a context for language which makes it
come to life, in turn making the language acquisition process more s-timulating and motivating.
The combination of moving pictures with sound makes the com-
munication process more complete. Native speakers are brought into
the classroom providing students with natural models of communica-
tion.
Finally, a large part of communication is non-verbal. In real life, fa-
cial expression, gesture, proximity, posture, eye contact and body lan-
guage all convey meaning. Similarly, aural cues such as sounds and tone
of voice all contribute to meaning and its interpretation. Subsequently,
if we accept that communication is not just about words, then DVD /
Video can be more effective than simply using audio or text in isolation
and as such can be used to enhance students listening, speaking andwriting skills.
How? Lets look at some key techniques used in teaching with
DVD / Video.
Freeze Frame
This technique is simple. Freeze images on the screen by pressing
the pause button. Depending on the frame describe the people or
scene, introduce new vocabulary, make inferences about the charac-
ters habits, livelihood, or economic status from their clothing or physi-
cal shape. The possibilities are endless. Alternatively, use freeze frame
at the point when a character is about to respond to a question; at a cru-
cial moment when he/she must make a statement or react; or when
he/she has an interesting expression on his/her face. Ask students to
predict what he/she will say and do, then release the pause button and
let students compare their answers with what actually happens.
Silent Viewing
There is an infinite amount of information we get visually. For ex-
ample, based on what we see, we make judgments about a persons
age, physical appearance, economic status, and mood; and/or we can
make assumptions about the place and the situation in question. In turn,
watching a DVD / Video with the sound switched off can generate dis-
cussion and in turn, writing.
Through Silent Viewing students gain two major benefits: 1) time in
which to absorb the content of a sequence without the anxiety of hav-ing to understand the language and 2) a chance to fit the language that
they hear on a second viewing into a context. Not surprisingly, their lev-
el of comprehension on the second viewing is greatly superior to that of
a cold first viewing that includes both sound and picture.
Sound Only
While Silent Viewing involves getting v isual information, Sound On-
ly involves listening for aural clues. These include sound effects such as
ambulance sirens, animal sounds, doors slamming, a telephone ringing,
and so forth.
To use this technique, darken or hide the screen. Ask students to
listen to the dialogues and sounds to make predictions about what is
happening: Use prompts such as: Who is speaking? Where are they?What are they doing? Similarly, ask students to describe a character
based on the sound of his/her voice using questions such as: Is he/she
IOYNIO 2009
USING DVD
VIDEO IN THE
CLASSROOM{Technology offers us the opportunity to actively engage
students in the English language learning process by
motivating students to interact with the language}
Eftichis Kantarakis
is an EFL teacher, teacher trainer, ELT
consultant and TESOL GREECEMM/CALL SIG coordinator.
Wiimote Project
Source: www.WiimoteProject.com
. 12
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[ fi fi ]12
IOYNIO 2009
old, middle-aged or a teenager? Is he/she friendly or unfriendly? and so
on. This technique is particularly useful when you want students to payattention to a small dialogue while avoiding the distraction of any visu-
al activity. Finally, once the image is reinstated on the screen, this can
lead to interesting student observations, especially in those cases
where body and aural language are contradictory. The major advantage
of this method over audiotape is that students can positively confirm
their guesses (or laugh at their mistakes) immediately upon viewing.
Jigsaw Viewing
This technique was very successfully presented by Dimitris Pri-
malis and Linda Manney during the last TESOL Greece Annual Confer-
ence. It is based on the idea that different sets of students will have d-
ifferent and incomplete versions of a story. In order to recreate a com-
plete version of the original story, these different groups will need to
share information.
The classic mode for Jigsaw Viewing requires the ability to divide
the class into two groups. While one group watches the DVD / Video se-
quence with the sound off, the other hears the DVD / Video sequence
with the picture darkened. To guide the respective activity, each group
should be given a set of viewing and listening tasks. This then creates
an information gap. When the two groups come together, the listeners
will lack vital information and must question viewers about the setting,
the characters and the characters actions. Similarly, viewers will need
to question the listeners about vital information that they lack such as
tone of voice, pitch and so on. Sharing information, will in turn recreate
a complete version of the DVD / Video sequence.
Normal Viewing
At first glance, watching a DVD / Video with both the sound and the
picture on does not seem to fit the label of technique. It does, howev-
er, qualify as a technique in an educational sense. You, the teacher, may
choose to show the DVD / Video in this way in order to give your stu-
dents the visual and audio information they need to complete a specif-
ic task. If this is the case, it is best to show very short sequences to y-
our class one to two minutes maximum as the combination of visu-
al and audio can be overwhelming for students. To help students
process the vast amount of information they will encounter, it is advis-
able to create very structured tasks. Create activities that focus stu-
dents attention on a sequence of events, checking off things that they
see, or do not see; listening for paraphrasing; and forming impressions,
all of which can lead to writing assignments. It is also likely that stu-
dents will need a second or even a third viewing so that they can con-
centrate on activities that require recall of specific vocabulary or lan-
guage exchanges. Finally, we mustnt neglect to mention that normal
viewing is the conclusive activity for all techniques presented above.
Apart from its pedagogical value, the use of DVD / Video in the
classroom offers students and teachers a welcome change to standard
lessons and to this extent can be a highly motivational tool. Join me in
the next issue of e-Lingua Franca where I will provide you with a few
more techniques for using DVD / Video in the classroom.
59 - . 210-3215590
46 - . 210-4172819 31 - . 210-9577435
. . 350 fi O 2000 -
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87- . 210-5756882
2 - . 210-5312269
16 - . 210-8066377 14 - . 210-9955162
4 - . 210-6844417
fi 54-56 - . 210-4942302
24 & - . 2310-224732
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Afi 2009 fi - fi Action.fr-gr 1& Action.fr-gr 3 A' ' .
fi, Pdf Action.fr-gr 1 & Action.fr-gr 3 fi http://pi-schools.sch.gr/gymnasio/. M fi -
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2 - . 210-5312269 16 - . 210-8066377 14 - . 210-9955162 4 - . 210-6844417
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[ fi fi ]18
IOYNIO 2009
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[ fi fi ]20
IOYNIO 2009
Enseigner leFranais Langue
EtrangreEnjeux actuels -
Nouveaux dfisL' Association des Professeurs de Franais de
Formation Universitaire, APF fu, avec la collaboration du
Service de Coopration Educative de l' Ambassade de
France, I.F.A., organise, Une Journe d' INFORMATION s'
adressant tous les professeurs de F.L.E. Elle aura lieu le
jeudi 18 juin 2009 l' auditorium de l' Institut Franais d'
Athnes, 31, rue Sina.
ENTRE ET PARTICIPATION GRATUITES
16h15 - 17h15 volution du mtier. Dbat.
Despina MAVROMATAKI
17h15 - 18h00 Programmes Europens (Comenius,
Leonardo, Grundtvig, fi).
Aikaterini TSICHLI et Aikaterini MAKROGKIKA.
18h00 - 18h40 Enseignement en ligne: Une nouvelle
perspective pour la formation des enseignants. tude decas: Les projets de classe pluridisciplinaires et l' action
e-Twinning.
Ioana KOMNINOU, Marie FRENTZOU,
18h40 - 19h00 Activits - Projets extra disciplinaires
( )
Aikaterini TSIRAKOPOULOU
19h00 - 19h30 Pratiques de classe
Concours de francophonie, 1er prix - Arts graphiques
Marie MARI
Activits ludiques et bases sur le vcu,Vasso METHENITI - Athina KARATHANOU
Amiti franco hellnique.
Marie KOTSONI - M. EVRIPIOTI
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La violence en classe
Despina MAVROMATAKI
Le nouveau bureau de l' APF fu, soucieux de poursuivre
et de dvelopper les actions entreprises par le bureau
sortant, organise cette journe d' Information en vue de :
Prsenter et expliquer les spcificits des contextes
d'enseignement et d' apprentissage du franais;
Rendre la communication entre celui-ci et sesmembres, plus efficace et plus transparente ;
largir son audience auprs des enseignants de
franais de tous les niveaux d'enseignement.
Multiples sont les raisons, donc, pour y participer.
Nous devons tous et toutes tre l.
Notre prsence est trs prcieuse.
Venez nombreux!
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