Contents
Petros Zagliverinos
Editorial
3
The Association's New Board Make-Up
4
ÕÐÏÌÍÇÌÁ ÔÙÍ ÊÁÈÇÃÇÔÙÍ ÁÃÃËÉÊÇÓ
ÄÇÌÏÓÉÙÍ Ó×ÏËÅÉÙÍ ÂÏÑÅÉÁÓ ÅËËÁÄÁÓ
5
Petros Zagliverinos
A Bird's Eye View on Recent Events
that our Board Attended
8
Kalliopi Kiokpasoglou
Strengths and Weaknesses of
the new Text-Books
10
Maria Karteri
Understanding and Overcoming
Intercultural Communication Problems
12
Theodoros Maniakas
Education for Linguistic and Cultural
Diversity: Folktales from all over the world
19
Asimina A. Angelidou
Social Influence in Children's Fruit Intake
23
Kalliopi Kiokpasoglou
Ideas that Work Classroom activities for all
learning strategies
27
ÐEPIOÄIKH EKÄOÓH
EÐIÓTHMONIKHÓ ENHMEPÙÓHÓ
KAI ÐËHPOÖOPHÓHÓ
THÓ ENÙÓHÓ KAÈHÃHTÙN AÃÃËIKHÓ
ÄHMOÓIAÓ EKÐAIÄEYÓHÓ BOPEIAÓ EËËAÄAÓ
(E.K.A.Ä.E.B.E.)
ASSOCIATION OF NORTHERN GREECE STATE
SCHOOLS TEACHERS OF ENGLISH
V O L U M E
2 5
OWNERSHIP
Association of Northern Greece State
School Teachers of English
SUBJECT TO LAW
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Executive Board
Chair: Petros Zagliverinos
Tel.: +306932420265, e-mail: petroszgl@yahoo.gr,
petroszgl@sch.gr
Vice Chair: Christos Dictapanidis
Tel.: +306977026752, e-mail: Dictapanidisc@yahoo.gr
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EDITOR
The Editorial Advisory Panel of EKADEVE
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ACADEMIC CONSULTANT
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Thessaloniki State School Supervisor
Hellenic Open University Tutor
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Editorial
E D I T O R I A L
Dear Colleagues, a great big ‘HELLO’ to All of You!
It is true that research in Education, Pedagogy, Applied Linguistics and other teacher – pupil related fields
will, hopefully, never cease to generate approaches to Language Education. It is, also, true that, of all school
subjects, English language instruction has always been geared toward a Whole Person Education. Such holistic
learning is further aided today by the extensive implementation of tasks, projects and activities which are
informed by both cognitive and social enhancement theories.
Moreover, cultural, social, economic and political factors increasingly influence EFL instruction choices.
Such choices are usually urged by the need to reach more effective communicative outcomes within a global
community where meaning has to be negotiated and appropriately communicated. Modern pedagogy puts
increasing pressure on us, teachers, for higher levels of learner motivation, more learner-centred classroom
conditions, more critical thinking from the learners, more active engagement of the pupils in the learning
process; greater student enjoyment of their learning, improvement in their self esteem, student autonomy, self
evaluation, peer evaluation, collaborative learning, and …the list goes on!
OK! Great! If this is what you want us to be, this is what we will be! After all, we, teachers, are responsible,
sensitive and broad-minded people! Beyond any doubt, we are, also, imaginative, versatile, adaptable and
inventive! But, for God’s sake! Do GIVE the funds, INVEST in infrastructure, and HELP us to prepare the
conditions which are needed for our work: helpful course-books, computers and technical equipment, access
to more and better training, interactive whiteboards, classroom internet access and a better work environment!
Isn’t it frustrating how complicated our role as language teachers can be? Stakeholders expect us to be
cognitive experts, learning facilitators, meaning negotiators, computer specialists, both friends and
authoritarians, plus whatever else each and every one of us can add to this long list of musts for the language
teacher!
Definitely, all the above deserve respect and appreciation! But before you – and quite righteously so – send
me to play bouzouki in cyberspace, please, listen to this: like each one of you, I’ve got a bag full of tricks to fall
back on when things start getting out of hand. Let me reveal some of its contents:
TRICK 1: “All who have meditated on the art of governing mankind have been convinced that the fate of
empires depends on the education of youth.” (Aristotle)
TRICK 2: “[Avoid the] use [of] compulsion… but let your children’s lessons take the form of play. You will learn
more about their natural abilities that way.” (Plato)
TRICK 3: Socrates and then Archesilaus used to make their pupils speak first; they spoke afterwards. ‘Obest
plerumque iss discere volunt authoritas eorum qui docent.’ [For those who want to learn, the obstacle can often
be the authority of those who teach] (de Montaigne)
TRICK 4: “I believe, indeed, that overemphasis on the purely intellectual attitude, often directed solely to the
practical and factual, in our education, has led directly to the impairment of ethical values. I am not thinking so
much of the dangers with which technical progress has directly confronted mankind, as of the stifling of mutual
human considerations by a ‘matter-of-fact’ habit of thought which has come to lie like a killing frost upon human
relations. Without ‘ethical culture’ there is no salvation for humanity.” (Einstein, 1953)
Frankly, I discover myself to be espousing the view that an evolutionary philosophy of education can largely
contribute to overcoming problems with our contemporary teaching / learning system. In the meantime, enjoy
reading through the volume you are holding in your hands, and have a GREAT SUMMER!
Petros Zagliverinos
ISSUES Vol. 25, June 2010
3
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Presentation of references: examples of entries (please align left and do not justify)
1. Single author books
Fisher, R. (1995) Teaching Children to Think. Cheltenham: Stanley Thornes.
Richards, J.C. (2003) Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.
Please note: if a second line is needed for any reference entry (be it a book, a published, printed or web article,
etc.), indent the second line by five spaces, as shown in the second example above.
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Richards, J.C. and C. Lockhart (1995) Reflective Teaching in Second Language
Classrooms. Cambridge: Cambridge University Press.
Ausubel, D.P., J.D. Novak, and H. Hanesian (1978) Educational Psychology: A
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3. Journal articles
Murray, D.E. {2000) Protean Communication: The Language of Computer-Mediated
Communication. TESOL Quarterly 34 (3): 397-421.
Lamy, M-N. and R. Goodfellow. 1999. Supporting Language Students’ Interactions in
Web-based Conferencing. Computer Assisted Language Learning 12 (5): 457-477.
4. Articles from edited collections
Patrikis, P.C. 1997. The evolution of computer technology in foreign language teaching
and learning. In R. Debski et al. (eds.) Language Learning Through Social
Computing. Melbourne: ALAA, 159-178.
5. Theses and other unpublished sources
Melville, H. (2004) A comparison of the structural approach to world hotel epistolary
Englishes and language one. Unpublished Ph.D. Thesis. University of Arizona State,
Phoenix.
6. Internet sources
Blommaert, J. (1998) Different approaches to intercultural communication: A critical
survey. Paper presented at Lernen und Arbeiten in einer international vernetzten
und multikulturellen Gesellschaft Expertentagung Universitat Bremen, Institut fur
projektmanagement und Witschaftsinformatik. Accessed 16.01.02 at
http://africana.rug.ac.be/texts/publications/janonlineindex.htm
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ISSUES Vol. 25, June 2010
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Vol. 25, June 2010
ISSUES
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