E-lingua Franca 2 April 2009

Franca

-Lingua MËÓÈ·›· ËÏÂÎÙÚÔÓÈ΋ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘ ŒÎ‰ÔÛË “BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜” M·Ú›· ºÏˆÚ¿ E¶E, ¶·ÓÂÈÛÙËÌ›Ô˘ 59, Aı‹Ó·, 210 5232621 Y‡ı˘ÓË ¤Î‰ÔÛ˘: ™Ù¤ÏÏ· ºÏˆÚ¿ [email protected]

Happy 75th Birthday British Council! ™ÂÏ. 5

Information Technology: The new dimension in teacher training Alexandros Vouyouklis ™ÂÏ. 6

«Défis et Initiatines» en Faveur du multilinguisme Constantin TEGOS ™ÂÏ. 12

K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ·ÔÎÏÂÈÛÙÈΤ˜ Û˘Ìʈӛ˜ ¢ÏÔÁ›· ‹ ηٿڷ; ™ÂÏ. 13

EÍÂÚ‡ÓËÛË ÛÙÔ ÌÔÓ·‰ÈÎfi ÎfiÛÌÔ ÙˆÓ ·ÙfiÌˆÓ Ì ‰È·Ù·Ú·¯‹ ·˘ÙÈÛÙÈÎÔ‡ Ê¿ÛÌ·ÙÔ˜ £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ ™ÂÏ. 16

TÔ ¤Ó· ¯¤ÚÈ Ó›‚ÂÈ ÙÔ ¿ÏÏÔ... £ÂÙÈΤ˜ ÛΤ„ÂȘ ÁÈ· ÙË Ì¿ıËÛË ÛÙË Û‡Á¯ÚÔÓË Ù¿ÍË £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ ™ÂÏ. 18

ºÔÚÔÏÔÁÈΤ˜ EÚÁ·ÙÈΤ˜ YÔ¯ÚÂÒÛÂȘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ AÚ›ÏÈÔ˜ 2009 ™ÂÏ. 20

Comicdom con Athens 2009 A superhero event! ™ÂÏ. 21

Talking, Teaching, Testing Michael Hoey ™ÂÏ. 22

T‡¯Ô˜ 2

AÚ›ÏÈÔ˜ 2009

XÚfiÓÈ· ¶ÔÏÏ¿ K·Ï‹ AÓ¿ÛÙ·ÛË

A¶PI§IO™ 2009

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Happy 75th Birthday British Council! 2009 marks the 75th anniversary of the British Council in cultural relations. The British council was founded in 1934 and was called the 'British Committee for Relations with Other Countries' at first, to be renamed later to the 'British Council for Relations with Other Countries which was then shortened to just the 'British Council'. The Greek branch of the BC was founded in 1939, closed for three years during the 2nd World War and reopened in 1944. In total, British Council branches are in operation in 37 countries throughout Europe. To celebrate the occasion, British Council Athens organised a street festival on 4th April inviting children of all

M’ ¤Ó· ·Ïfi ÙËÏÂÊÒÓËÌ· ¤¯ÂÙ fiÔÈÔ ‚È‚Ï›Ô ˙ËÙ‹ÛÂÙÂ! ñ ñ ñ ñ

KÔÓÙ¿ Û·˜ ¿ÌÂÛ· Ì courier ™ÙȘ ηχÙÂÚ˜ ÙÈ̤˜ Ù˘ ·ÁÔÚ¿˜ ™˘Ó¯‹˜ ÂÓË̤ڈÛË ¢øPEAN ·ÔÛÙÔÏ‹ Ì courier ÁÈ· ·ÁÔÚ¤˜ ¿Óˆ ÙˆÓ 80 ¢ÚÒ

ages and parents to take part in a variety of creative activities. With the use of music, painting and other art forms the children were able to express themselves creatively while at the same time raising their awareness of some of the main challenges of today’s world such as the Intercultural dialogue, the Environment, diversity, recycling, human relations among other issues. https://survey.britishcouncil.org/wix/p8488920.aspx

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Information Technology: The new dimension in teacher training CV: Alexandros Vouyouklis, is an EFL teacher, ELT author, Language School owner and Multimedia Designer and Publisher with a keen interest in the educational potential of computers. He can be contacted by phone on 210 6141631, by mail in the address 34 Apostolopoulou Street, Kato Pefki, Athens, 151 21, E-mail in the addresses [email protected] and [email protected] and would be more than happy to offer practical tips to EFL teachers on the subject of information technology. echnology has dramatically affected numerous professional environments such as Accounting, Design, Advertisement and Medicine to name but a few and it would not be an exaggeration to say that it has introduced procedures and methods that would have been hard to envision a few years ago. Isn’t it high time it (or I.T.) revolutionized English Language Teaching as well? In terms of technological evolution, ELT has had more than its share, one might think, for a non-scientific field strictly speaking. At first there was the whiteboard, this sleek, white, shiny surface which replaced the chalkboard and did away with the suffocating chalk dust. Then folding or sliding panels were attached to it, thus increasing its working surface. With the introduction of the Overhead Projector into the classroom and the use of photocopiable or printable slides to go with it, teachers might have thought that we had reached the pinnacle of development. And then there was the audio - visual equipment: cassette players for listening, tape recorders for the recording and storage of students’ oral performance, TVs with video players, TVs hooked to satellite dishes in order to welcome international TV channels into the classroom, hoping (and sometimes actually managing) to attract more students through the power of novelty. Indeed, few other areas of education have been more innovative, considering the primitive state in which public education still is. We only have to look at the vandalized high school classrooms, the squalid conditions prevalent in many primary schools, the looted, burned and ravaged university theatres to realize how far ahead we are and why the state has got a very long way to travel before they even consider competing with us. However, this certainty should not leave any room for complacency, not to the inquisitive minds of language school owners and teachers. The advent of the computer era has brought about yet another change by means of a powerful tool, provided we

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are able to exploit it to its full potential. Steps have been made in the right direction: instructional multimedia software has provided meaningful and captivating practice, although the assumption has been made that students are motivated enough to use self-access material as is the case in most computer labs. Electronic dictionaries and on-line encyclopedias are used - mostly by teachers and less frequently by students - as an invaluable resource which encourages reference skills that will be of primary importance to students with a view to higher education or post graduate studies abroad. Furthermore, most language schools have access to the Internet though only a few have a clear idea what to do with it. Still, I kept wondering if that was enough to impress my students or whether it was making a difference to their learning. After all, most of them own a computer and they would have put it to some use other than playing PC games had they felt the need to do so. The answer came in the form of providing a convincing context for the computer use in the classroom, which my students could identify with. In other words, I realized that I had to use computers not so much to satisfy my own teaching needs but to communicate with my students in their own language, so to speak. The first step was to make a sort of mental inventory and come up with computer skills I possessed that could be used in the classroom. I don’t mean to brag here, but they were quite a few: a) Word-processing: in the past I used it to produce attractive documents that could then be photocopied and distributed in the form of handouts; now it is used to make notes just like on the good old whiteboard but of course much better-looking. Just imagine the impact a neat piece of writing can have on any audience: no illegible handwriting, no rush to copy everything before the board is erased so another chunk of text can be scribbled on, beautiful pictures to illustrate your point(s) and so on. Double this impact when it comes to a children’s audience: they are not used to having new knowledge taught

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and / or reinforced through such an exciting medium. b) Presentations: the programming industry has produced rather amazing and amazingly easy to use presentation software, which enables you to combine text, sound and pictures, cliparts, photos and digital movies to illustrate your teaching point more efficiently. As one screen succeeds another, students’ attention is attracted and maintained quite successfully, which is no mean feat considering an average learner’s short concentration span. c) Design: what’s the deal here, does a teacher have to become a graphic-designer as well? Well, we’ve been through that stage, haven’t we? I can recall many a time when I had to do a board-drawing of a stick-figure to make a point clearer or to keep the students focused. Imagine what technology can do for you in that area: with the right kind of skills, besides captivating board-drawings, you can design certificates, awards, stickers, name tags, you name it! d) Marking - Tabulating: all of us know how time consuming it can be to fill endless charts with dictation, composition and test marks or how many hours we have spent producing percentages or marks out of 20 with the use of a calculator. Wouldn’t you love a program that could spare you these tedious tasks? And how about turning the results of an entire group into a beautiful bar chart or pie chart? e) File management: this sounds too technical, but it is quite useful when it comes to cutting printing and photocopying costs. Once a handout, text or picture has been produced, it has to be delivered. This can be done by means of a photocopier or printer. It can be done much more quickly, cheaply and efficiently by sending this material to your students’ USB flash disks or BlueTooth mobile phones. f) Use of multimedia programs: as I have mentioned before, interactive multimedia applications have been used as self-access material, on the assumption that the student is motivated and mature enough to benefit from them. On some occasions, this has worked, but we shouldn’t rely too heavily on students’ willingness to learn. And of course, the students are not the only ones to blame; multimedia programs have sometimes been used out of context. Students were taught one structure in the classroom and then they were asked to practise an entirely different one in the computer lab, which either led to confusion or left them with the impression that multimedia practice is a rather boring computer game. The true value of multimedia instruction becomes apparent when the material is used IN CONTEXT, and this can mean IN the classroom as a warm-up or follow-up activity to a lesson. g) Web-surfing: in the classroom? Why not? Thousands of pages have been written, theorizing on the

instructional power of the Internet, but not many practical ideas for classroom use, except for some feeble suggestions revolving around publishers’ websites and online dictionaries. Don’t get me wrong, publishers have uploaded great pieces of work on the Web, which teachers can use free of charge whether they’re using the particular coursebook or not. However, let’s get serious: how attractive is the idea of doing online exercises in English? On the other hand, there are so many other things you can do with the Internet, which are not directly connected to ELT but can provide an excellent context for language work. Start a discussion about the favourite holiday places of your students and then hit Google - Images to find amazing photos of those very places. Visit the National Geographic Magazine site, read articles with your advanced students and do jigsaw puzzles with your young ones. Infinite teaching ideas can spring from the -literally- billions of pages available. CONCLUSION: A mere article, even one written on a quality ELT newsletter, is hardly adequate to transform you into technology experts overnight. Ideas are fine, but they have to be accompanied by equipment and training. Equipment: to bring Information Technology into

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the classroom, you need a computer and a projector. The computer doesn’t have to be a laptop although portability helps. If it is a desktop, then you needn’t even buy a screen, since the projection surface will perform the role of the screen. While we’re on the subject, the projection screen could be either a white non-reflective wall, or a roll-up projection screen or an Interactive Whiteboard. The last one is a rather expensive piece of equipment, absolutely fascinating, but it requires some training in order to be able to put it to good use. A printer wouldn’t

be such a bad idea; junior kids especially enjoy getting a piece of paper with some drawing at the end of the day. More advanced learners though - which means older students, likely to possess computer skills - should be equipped with flash disks so they can get their notes in electronic form; this means cutting down on photocopying costs and better management of the material you give them. Bluetooth connectivity is another good idea; it enables you to send your material to your students’ mobile phones. Training: there is a lot of · Ú Á Á ˘ Û misinformation in this area; ˘˜ Û·˜ ·Á·Ë̤ÓÔ as TV r o ¢Â›Ù ÙÔ˘˜ l it is believed that an ECDL F Ùfi , Ó¿ Û Ê›˜ ˙ˆÓÙ· ¿Û˘, ¶ÂÙÚÔÔ‡ÏÔ˘ certification would cover Î Î.¿. K·Ú· TÚ·˘ÏÔ‡, ËÌÔ˘Ï›‰Ô˘ ¢ , · ›Ù Ú ˙È T most of the requirements , ¶··‰¿ÎË described above. This is not entirely accurate. Of course, an absolute beginner in the field of computers should attend a basic course so as to become familiar with Operating AÔÎÙ‹ÛÙ ÙÒÚ· ÙËÓ Î¿ÚÙ· ̤ÏÔ˘˜ ÙÔ˘ Systems such as MS WinºÏˆÚ¿˜ Book Club Î·È ·ÔÏ·‡ÛÙ ٷ dows, office applications ·ÔÎÏÂÈÛÙÈο ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. like MS Office, the Interñ EȉÈΤ˜ ÚÔÛÊÔÚ¤˜ ·ÔÎÏÂÈÛÙÈο ÁÈ· ̤ÏË net, E-mailing and so on. ñ +7% ÂÈÛÙÚÔÊ‹ Ì ·ÁÔÚ¤˜ 100 ¢ÚÒ Having mastered those ÏÔÁÔÙ¯ӛ·˜ Î·È Û¯ÔÏÈÎÔ‡ ‚ÔËı‹Ì·ÙÔ˜, skills, the language teacher ÁÈ· Ó· ·ÔÎÙ‹ÛÂÙ ÂÚÈÛÛfiÙÂÚ· ·Á·Ë̤ӷ should attend some more ‚È‚Ï›· ÊıËÓfiÙÂÚ·! specific training, especially ñ EÓË̤ڈÛË ÁÈ· ÂΉËÏÒÛÂȘ in the form of practical ñ EȉÈΤ˜ ÂÎÙÒÛÂȘ Û ‰È¿ÊÔÚ˜ ideas. In this way, he / she ηÙËÁÔڛ˜ ÚÔ˚fiÓÙˆÓ would be more selective ñ HÏÂÎÙÚÔÓÈ΋ ÂÓË̤ڈÛË ÁÈ· Ӥ˜ when it comes to the practi΢ÎÏÔÊÔڛ˜ cal application of the newly acquired knowledge. For H ÂÁÁÚ·Ê‹ Û·˜ ÛÙÔ ºÏˆÚ¿˜ Book Club Â›Ó·È instance, what would be an ‰ˆÚ¿Ó. AÚΛ Ó· ‰È·ı¤ÛÂÙ ÌfiÓÔ 3 ÏÂÙ¿ ·fi attractive layout for a ÙÔ ¯ÚfiÓÔ Û·˜ ÁÈ· Ó· Û˘ÌÏËÚÒÛÂÙ ÙËÓ vocabulary or grammar ·›ÙËÛË ÂÁÁÚ·Ê‹˜ Î·È ·Ì¤Ûˆ˜ ·Ú¯›˙ÂÙ ӷ presentation handout? How ·ÔÏ·Ì‚¿ÓÂÙ ٷ ÚÔÓfiÌÈ· ÙˆÓ ÌÂÏÒÓ Ì·˜. should we design a PowerPoint presentation to illustrate a form? Which AÈÙ‹ÛÂȘ ÂÁÁÚ·Ê‹˜ features of MS Excel are relevant to our work? You Û fiÏ· Ù· ‚È‚ÏÈÔˆÏ›· need an expert to push you º§øPA™ in the right direction, but the rest is up to you since all these training needs that I have mentioned before ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 are largely personalized and ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435 ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 subjective to a great extent. ñ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665

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ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377 ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417 ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302 ñ£ÂÛÛ·ÏÔÓ›ÎË ¶·‡ÏÔ˘ ªÂÏ¿ 24 & ∆ÛÈÌÈÛ΋ - ÙËÏ. 2310-224732

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«Défis et Initiatines» en faveur du multilinguisme Par Constantin TEGOS a mondialisation des échanges ne doit pas être la seule raison d'apprendre une langue étrangère. La curiosité et le souhait de comprendre d'autres cultures également ! Toutes les pistes nécessaires pour sortir de notre "unilinguisme". Les professionnels qui connaissent d'autres langues sont invités dans leur carrière à voyager et à échanger des informations avec des personnes du monde entier. Connaitre des langues étrangères augmente vos chances d'insertion dans les services publics, dans le monde des affaires, du droit, de la médecine, l'enseignement, la défense, la technologie, l'industrie, la vente, etc. En tant qu'employé, agent ou fonctionnaire vous devenez le lien indispensable entre votre entreprise et ses clients. Vous allez également gagner la confiance et l'amitié des personnes qui parlent les langues que vous connaissez, car pouvoir établir le contact avec un étranger dans une autre langue que la sienne cela peut être un point favorable pour votre métier et vos affaires. «Le premier instrument du génie d'un peuple est sa langue», estimait l'écrivain français Stendhal. Alphabétisation, connaissances, intégration sociale… tout passe par la langue, qui incarne l'identité nationale, culturelle, parfois religieuse, des individus. Elle constitue une dimension fondamentale de l'être

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humain. Toutefois, les langues, avec leurs implications complexes en termes d'identité, de communication, d'intégration sociale, d'éducation et de développement revêtent une importance stratégique pour les peuples et pour la planète. Or, du fait des processus de mondialisation, elles se trouvent de plus en plus menacées ou disparaissent purement et simplement. Selon les spécialistes, plus de la moitié des 7 000 langues parlées dans le monde risquent bientôt de connaître ce sort. Lorsque les langues s'éteignent, la diversité culturelle, qui fait la richesse de l'humanité, s'amenuise aussi. Car, avec elles, ce sont aussi des perspectives, des traditions, une mémoire collective et des modes uniques de pensée et d'expression - autant de ressources précieuses pour garantir un avenir meilleur - qui se perdent. Dans ce contexte, il est urgent d'agir afin de promouvoir le multilinguisme Å, c'est-à-dire d'encourager l'élaboration de politiques linguistiques régionales et nationales cohérentes qui contribuent à un usage approprié et harmonieux des langues au sein d'une communauté et d'un pays donnés. De telles politiques favorisent l'adoption de mesures permettant à chaque communauté de locuteurs d'utiliser sa langue maternelle dans l'espace public et en privé et donnant aux locuteurs la possibilité d'apprendre et d'utiliser d'autres langues locales,

nationales et internationales. Dans cette perspective, les personnes dont la langue maternelle est une langue internationale devraient être incitées à apprendre et utiliser d'autres langues régionales, nationales et internationales.

Année internationale des langues 2008 Les Nations Unies ont déclaré 2008 Année internationale des langues. Depuis 2001, «la Journée européenne des langues» est célébrée le 26 septembre dans toute l'Europe. Pour sensibiliser le grand public à la richesse linguistique de l'Europe, Paris est devenu, dans le cadre de la Présidence française de l'Union européenne, le lieu vivant et festif du multilinguisme en accueillant deux grandes manifestations: les États généraux du multilinguisme et Langues en fête. — Les États généraux du multilinguisme au Grand Amphithéâtre de la Sorbonne: un événement sans précédent en Europe. Pour donner un nouvel élan à la politique européenne en faveur de la diversité linguistique, la France a invité près d'un millier de personnalités provenant de l'ensemble des pays de l'Union européenne et de l'Espace économique européen à participer aux États généraux du multilinguisme dans le Grand Amphithéâtre de la Sorbonne. Le débat s'est déroulé autour de trois axes: ñ la créativité et l'innovation

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pédagogique dans l'enseignement des langues ñ la compétitivité économique et la cohésion sociale ñ la traduction Ç et la circulation des œuvres culturelles. — Langues en fête : Paris aux couleurs des langues européennes ! Pour la première fois à Paris, le public a été invité à découvrir toute la diversité linguistique de l'Europe à travers des performances artistiques et des animations originales, ludiques ou encore poétiques dans plusieurs quartiers de la ville. Ces manifestations interactives ont rythmé la journée pour donner au public l'envie d'aller à la rencontre des langues étrangères. Enfin, les instituts culturels étrangers membres du FICEP Ñ ont proposé au public de s'initier gratuitement à plus de 50 langues grâce au «Passeport pour les langues» et de participer à un grand concours, «L'invitation au voyage», où il s'agissait de reconstituer le poème de Charles Baudelaire en 44 langues…!!

(Å) L'interculturel cf. articles : www.editionstegos.com (Ç) e-DICO dictionnaire électronique interactif - Français«»Grec - avec phonétique autocorrective EDITIONS TEGOS. e-DICO electronic dictionary interactive - English«»Greek EDITIONS TEGOS. www.editionstegos.com (Ñ) Le FICEP (Forum des instituts culturels étrangers à Paris) a pour vocation la valorisation des cultures étrangères en France (la Grèce en fait partie). Il organise chaque année la Semaine des cultures étrangères à Paris - du 22 au 28 septembre.

K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ·ÔÎÏÂÈÛÙÈΤ˜ Û˘Ìʈӛ˜ E˘ÏÔÁ›· ‹ ηٿڷ;

Ó· ·ÎfiÌ· ı¤Ì·, ̤۷ ÛÙ· ÔÏÏ¿, Ô˘ ··Û¯ÔÏÔ‡Ó ÙËÓ ÍÂÓfiÁψÛÛË ÂÎ·›‰Â˘ÛË ÙÂÏÂ˘Ù·›· Â›Ó·È Î·È ·˘Ùfi Ù˘ ˘ÔÁÚ·Ê‹˜ Û˘ÌʈÓËÙÈÎÔ‡ ·ÔÎÏÂÈÛÙÈ΋˜ Û˘ÓÂÚÁ·Û›·˜ ÔÚÈÛÌ¤ÓˆÓ Î¤ÓÙÚˆÓ Ì ÙÔ °·ÏÏÈÎfi IÓÛÙÈÙÔ‡ÙÔ, Ì ÛÎÔfi ÙËÓ ÛÙ‹ÚÈÍË ÙˆÓ ÌÂÓ ·fi ÙÔ ‰Â Ì ·ÓÙ¿ÏÏ·ÁÌ· ÙËÓ ·ÔÎÏÂÈÛÙÈ΋ Û˘ÓÂÚÁ·Û›· Û ı¤Ì·Ù· ÂÍÂÙ¿ÛˆÓ. TÔ ÔÏ˘Û¤ÏÈ‰Ô Û˘ÌʈÓËÙÈÎfi ÙÔ ÔÔ›Ô ÎÏ‹ıËÎ·Ó Ó· ˘ÔÁÚ¿„Ô˘Ó ·ÚÎÂÙ¿ ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ Î·È È‰ÈˆÙÈο Û¯ÔÏ›· ˘·ÁÔÚ‡ÂÈ ÙÔ˘˜ fiÚÔ˘˜ Û˘ÓÂÚÁ·Û›·˜ ÌÂٷ͇ ÙˆÓ ÔÚÁ·ÓÈÛÌÒÓ. Afi ÙËÓ ÏÂ˘Ú¿ ÙÔ˘ IFA, ÚÔÛʤÚÂÙ·È ·Î·‰ËÌ·È΋ ÛÙ‹ÚÈÍË, ÛÂÌÈÓ¿ÚÈ·, ÚÔÓÔÌȷ΋ (VIP) ÌÂÙ·¯Â›ÚÈÛË Î·È ÌÈ· ÂÓ‰ÂÈÎÙÈ΋ ϷΤٷ ÚÔ˜ ·Ó¿ÚÙËÛË ÛÙÔ Â͈ÙÂÚÈÎfi ÙÔ˘ Û¯ÔÏ›Ԣ. TÔ ÛËÌÂ›Ô fï˜ ÙÔ ÔÔ›Ô ÚÔηÏ› ÙÚÈ‚¤˜ ·˘Ù‹ ÙËÓ ÛÙÈÁÌ‹ Â›Ó·È Ë ·Ú¿ÁÚ·Êfi˜ 9 ÙÔ˘ Û˘Ì‚ÔÏ·›Ô˘, Ë ÔÔ›· Ô˘ÛÈ·ÛÙÈο ··ÁÔÚ¢ÂÈ ÚËÙ¿ ÛÙ· Û˘ÓÂÚÁ·˙fiÌÂÓ· ÎÂÓÙÚ· fi¯È ÌfiÓÔ Ó· ÛÙ¤ÏÓÔ˘Ó Ì·ıËÙ¤˜ Û ¿ÏϘ ÂÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜, ·ÏÏ¿ Î·È Ó· ÙÔ˘˜ ÚÔÂÙÔÈÌ¿˙Ô˘Ó, Ì ÔÈÓ‹ ÙËÓ ‰È·ÎÔ‹ Ù˘ Û˘ÓÂÚÁ·Û›·˜ Î·È ÙËÓ ·Ô͋ψÛË Ù˘ ϷΤٷ˜. ™˘Ó¿‰ÂÏÊÔ˜, Ë ÔÔ›· ÂÈı˘Ì› Ó· ‰È·ÙËÚ‹ÛÂÈ ÙËÓ ·ÓˆÓ˘Ì›· Ù˘, Ì·˜ ‰‹ÏˆÛ Û ÙËÂÏʈÓÈ΋ Ì·˜ ÂÈÎÔÈÓˆÓ›·: "K·Ù·ÓÔÒ ÙËÓ ÚfiıÂÛË ÙÔ˘ °·ÏÏÈÎÔ‡ IÓÛÙÈÙÔ‡ÙÔ˘ Ó· ÚÔ·Û›ÛÂÈ Ù· Û˘ÌʤÚÔÓÙ¿ ÙÔ˘ ·¤Ó·ÓÙÈ ÛÙȘ ˘¿Ú¯Ô˘Û˜ ·ÏÏ¿ Î·È ÛÙȘ Èı·ÓÒ˜ ÂÂÚ¯fiÌÂÓ˜ ÂÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜. Ö˜ ‰ÂÓ ˘ÂÁÚ·„· ÁÈ· ¤Ó· ·Ïfi ÏfiÁÔ. ¢ÂÓ ÂÈÓ·È ÂÔ¯¤˜ ·˘Ù¤˜ ÁÈ· Ó· ‰ÈÒ¯ÓÔ˘Ì ÂÏ¿Ù˜! E¯ˆ Ì·ıËÙ¤˜ Ô˘ ÌÔ˘ ˙ËÙÔ‡Ó ÂÈÌÔÓ· Ó· Ï¿‚Ô˘Ó Ì¤ÚÔ˜ Û ¿ÏϘ ÂÍÂÙ¿ÛÂȘ Î·È ‰ÂÓ ¤¯ˆ ÙËÓ ‰˘Ó·Ó·ÙfiÙËÙ· Ó· ÙÔ˘˜ ‰ÈÒ͈!" ŒÓ·˜ ¿ÏÏÔ˜ ΛӉ˘ÓÔ˜ Ô˘ ÂÏԯ‡ÂÈ Â›Ó·È ÙÔ ÁÂÁÔÓfi˜ fiÙÈ Î·Ù¿ ÙËÓ ·ÚÔ‡Û· ÛÙÈÁÌ‹ ‰È·‚ÏÂÂÙ·È Ë ÛÔ‚·Ú‹ Èı·ÓfiÙËÙ· Ó· ·ÏÏ¿ÍÂÈ ÙÔ ÂÍÂÙ·ÛÙÈÎfi ÛÎËÓÈÎfi ÛÙË ¯ÒÚ· Ì·˜ Ì ÙËÓ ÂÈÛ·ÁˆÁ‹ Î·È ¿ÏψÓ, ›Ûˆ˜ Èfi "ÊÈÏÈÎÒÓ" ÂÍÂÙ¿ÛÂˆÓ ÚÔ˜ ÙÔÓ Ì·ıËÙ‹. K¿ÙÈ Ù¤ÙÔÈÔ Èı·ÓÒ˜ Ó· Ô‰ËÁ‹ÛÂÈ Û ·‰È¤ÍÔ‰Ô Ù· ‹‰Ë Û˘ÓÂÚÁ·˙fiÌÂÓ· ΤÓÙÚ· Í¤ÓˆÓ ÁψÛÛÒÓ Ù· ÔÔ›· ı· Ú¤ÂÈ Ó· ÂÓËÌÂÚÒÓÔ˘Ó, ›Ûˆ˜ Î·È ÁÚ·ÙÒ˜, ÙÔ˘˜ ÂÁÁÚ·ÊfiÌÂÓÔ˘˜ Ì·ıËÙ¤˜ ˆ˜ ÛÙÔ Ì¤ÏÏÔÓ ‰ÂÓ ı· ÌÔÚÔ‡Ó Ó· ÂÈϤÍÔ˘Ó ÙȘ ÂÍÂÙ¿ÛÂȘ Ù˘ ·ÚÂÛΛ·˜ ÙÔ˘˜. H °ÂÓÈ΋ °Ú·ÌÌ·Ù¤·˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Î· AÓÓ· MÔ˘ÏÓÙÔ‡ÌË, Ì·˜ ›Â: "M ÙÔ °·ÏÏÈÎfi IÓÛÙÈÙÔ‡ÙÔ ¤¯Ô˘Ì ÌÈ· ÂÍ·ÈÚÂÙÈ΋ Û˘ÓÂÚÁ·Û›· ÙËÓ ÔÔ›· ÙÈÌÔ‡ÌÂ Î·È ÂÈı˘Ìԇ̠ӷ Û˘Ó¯›ÛÔ˘ÌÂ. E›Ó·È ·Ï‹ıÂÈ·, fï˜, ˆ˜ Ï¿‚·Ì ÔÏÏ¿ ·ÚÓËÙÈο ÌËӇ̷ٷ ·fi ̤ÏË Ì·˜ Â› ÙÔ˘ ı¤Ì·ÙÔ˜. H ‰È΋ Ì·˜ ÔÏÈÙÈ΋ Â›Ó·È ¿ÁÈ· Î·È ÛÙ·ıÂÚ‹ fiÏ· Ù· ¯ÚfiÓÈ·, ·ÎfiÌ· Î·È fiÛÔÓ ·ÊÔÚ¿ ÙȘ ‰ÈΤ˜ Ì·˜ ÂÍÂÙ¿ÛÂȘ. ™˘Ì‚Ô˘Ï‡ԢÌ ٷ ̤ÏË Ì·˜ Ó· ·Ú·Ì¤ÓÔ˘Ó ·ÓÂÍ¿ÚÙËÙ· Î·È Ó· ‰È·ÙËÚÔ‡Ó ÙËÓ ÂÏ¢ıÂÚ›· ÂÈÏÔÁÒÓ ÁÈ· ÙËÓ Âȯ›ÚËÛË Î·È ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ οÓÔÓÙ·˜ ÙÔ ‰˘Ó·Ùfi ÁÈ· Ó· ·Ú¤¯Ô˘Ó ˘ËÚÂۛ˜ ˘„ËÏ‹˜ ÔÈfiÙËÙÔ˜."

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A¶PI§IO™ 2009

BÈ‚Ï›· ÁÈ· ÙÔ ¶¿Û¯· ¶·Û¯·ÏÈÓ¤˜ ÂÎÏ‹ÍÂȘ

Easter in the Village

P¤Ó· PÒÛÛË-Z·˝ÚË

Jenny and her family are going to visit relatives in a village for Easter week. Everyone is excited, but Jenny isn't in the holiday spirit. One day, while everyone is out enjoying themselves, Jenny stays home. While sadly looking out the window, she sees a lonely old woman who might just be the one to remind her of the importance of family and to help her to remember the true meaning of togetherness.

Level A2 The book contains 15 units with reading and vocabulary exercises based on the text. English Greek glossary at the end of each unit. Hard cover, amazing illustrations throughout the book.

¢È·‚¿˙ˆ Î·È ÁÓˆÚ›˙ˆ ÙË B›‚ÏÔ

EΉfiÛÂȘ M›Óˆ·˜ 2008 26 ÛÂÏ. TÚÂȘ ÈÛÙÔڛ˜ Û οı Ù‡¯Ô˜, ÂÌÓ¢Ṳ̂Ó˜ ·fi ΛÌÂÓ· ÎÏ·ÛÈÎÒÓ EÏÏ‹ÓˆÓ Û˘ÁÁڷʤˆÓ, (¶··‰È·¿ÓÙË, K·Úη‚›ÙÛ·, KÚ˘ÛÙ¿ÏÏË, MˆÚ·˚Ù›‰Ë Î·È NÈÚ‚¿Ó·) Ô˘ ÁÈÔÚÙ¿˙Ô˘Ó ÙËÓ ÈÔ Ï·Ú‹ ÁÈÔÚÙ‹ Ù˘ XÚÈÛÙÈ·ÓÔÛ‡Ó˘ Î·È Ì·˜ Ù·ÍÈ‰Â‡Ô˘Ó Û ‹ıË ÎÈ ¤ıÈÌ· Ù˘ ·ÙÚ›‰·˜ Ì·˜. ™ÙÔÏ›‰È·, Ôχ¯ÚˆÌ· ·˘ÙÔÎfiÏÏËÙ·, ‰ËÌÈÔ˘ÚÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ¤Ó· ÂÎÏËÎÙÈÎfi CD ÁÂÌ¿ÙÔ Ì ˘¤Úԯ˜ ÂÈÎfiÓ˜ ÁÈ· Ó· ˙ˆÁÚ·Ê›ÛÂȘ, Ó· Ù˘ÒÛÂȘ ‹ Ó· ÛÙ›ÏÂȘ Ì e-mail ÛÙÔ˘˜ Ê›ÏÔ˘˜ ÛÔ˘.

•Â¯ˆÚÈÛÙ¤˜ ·Û¯·ÏÈÓ¤˜ ÈÛÙÔڛ˜ P¤Ó· PÒÛÛË-Z·˝ÚË

EΉfiÛÂȘ ¶·Ù¿ÎË 2009 384 ÛÂÏ.

§fiÙË ¶¤ÙÚÔ‚ÈÙ˜-AÓ‰ÚÔ˘ÙÛÔÔ‡ÏÔ˘ EΉfiÛÂȘ æ˘¯ÔÁÈfi˜ 2009 41 ÛÂÏ.

EΉfiÛÂȘ ÕÁ΢ڷ 2009 16 ÛÂÏ.

Sophie Piper

¶·Û¯·ÏÈ¿ Î·È ·Û¯·Ï›ÙÛ·

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EÍÂÚ‡ÓËÛË ÛÙÔ ÌÔÓ·‰ÈÎfi ÎfiÛÌÔ ÙˆÓ ·ÙfiÌˆÓ Ì ‰È·Ù·Ú·¯‹ ·˘ÙÈÛÙÈÎÔ‡ Ê¿ÛÌ·ÙÔ˜ ¢Ú £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘, EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜. EȉÈ΋ ¶·È‰·ÁˆÁfi˜ [email protected] ·˘ÙÈÛÌfi˜ Â›Ó·È ÌÈ· ·fi ÙȘ Ì›˙ÔÓ˜ ·Ó·Ù˘- ÛÙȘ ·ÈÛıËÙËÚȷΤ˜ ÂÌÂÈڛ˜». EÎÙfi˜ ·fi Ù· ÛÔ‚·Ú¿ ÚÔ‚Ï‹Ì·Ù· ÛÙË ÁÏÒÛÛ· Î·È ÍȷΤ˜ ‰È·Ù·Ú·¯¤˜ Ì ÔÏÏ¿ ·ÓÙÈÊ·ÙÈο ¯·Ú·ÎÙËÚÈÛÙÈο ÁÓˆÚ›ÛÌ·Ù·. B·ÛÈο ÛÙÔȯ›· ÙȘ ÎÔÈÓˆÓÈΤ˜ Û¯¤ÛÂȘ, Ù· ¿ÙÔÌ· Ì ·˘ÙÈÛÌfi ‚ÈÒÓÔ˘Ó Û˘¯Ó¿ ÌÈ· ÙÚÔÌÂÚ‹ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· ‹ ·Û˘Ó‹ıÈÛÙË ÙˆÓ ·˘ÙÈÛÙÈÎÒÓ ·È‰ÈÒÓ Â›Ó·È:

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ñ H ÂÏÏÈ‹˜ ÂÈÎÔÈÓˆÓ›· ñ H ·‰˘Ó·Ì›· ÛΤ„˘ ñ K·È Ë ·Ó‡·ÚÎÙË Û¯Â‰fiÓ ÎÔÈÓˆÓÈ΋ Û¯¤ÛË ™˘Óԉ‡ÂÈ ÙÔ ¿ÙÔÌÔ Û fiÏË ÙÔ˘ ÙË ˙ˆ‹ Î·È ÂΉËÏÒÓÂÙ·È Ì ÛÔ‚·Ú‹ ÂÛˆÛÙÚ¤ÊÂÈ·. E›Ó·È ÌÈ· ηٿÛÙ·ÛË Ô˘ ÂÌÔ‰›˙ÂÈ Ù· ·˘ÙÈÛÙÈο ¿ÙÔÌ· Ó· ÂÈÎÔÈÓˆÓÔ‡Ó Ì ÙÔ ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘˜ Î·È Ó· ÙÔ Î·Ù·ÓÔÔ‡Ó. T· ÚÔ‚Ï‹Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Ù· ·˘ÙÈÛÙÈο ·È‰È¿ οÓÔ˘Ó ÙËÓ ÂÎ·›‰Â˘ÛË ÙÔ˘˜ ȉȷ›ÙÂÚ· ‰‡ÛÎÔÏË ÌÈ·˜ Î·È ·˘Ù¿ ¤¯Ô˘Ó Â›‰Ú·ÛË fi¯È ÌfiÓÔ ÛÙËÓ ÎÔÈÓˆÓÈ΋ ÚÔÛ·ÚÌÔÁ‹ ·ÏÏ¿ Î·È ÛÙȘ ÁÓˆÛÙÈΤ˜ ÏÂÈÙÔ˘ÚÁ›Â˜ (·ÓÙ›ÏË„Ë-ÌÓ‹ÌË-ÚÔÛÔ¯‹) ÙˆÓ ÔÔ›ˆÓ Ô ÚfiÏÔ˜ Â›Ó·È Î·ıÔÚÈÛÙÈÎfi˜ ÛÙËÓ ÂÎ·›‰Â˘ÛË. ™‡Ìʈӷ Ì ·ÚÎÂÙÔ‡˜ ÂÚ¢ÓËÙ¤˜, Ô ·˘ÙÈÛÌfi˜ Â›Ó·È ÌÈ· Ó¢ÚÔ„˘¯È·ÙÚÈ΋ ·Ó·ËÚ›· Ë ÔÔ›· ÌÔÚ› Ó· ÂËÚ¿ÛÂÈ ·ÚÓËÙÈο fiϘ ÙȘ ·ÈÛı‹ÛÂȘ fiˆ˜ ÙËÓ fiÚ·ÛË, ÙËÓ ·ÎÔ‹, ÙËÓ fiÛÊÚËÛË Î·È ÙËÓ ·Ê‹ (¢ÈÂıÓ‹˜ OÚÁ¿ÓˆÛË A˘ÙÈÛÌÔ‡ - Europe, 2001). Œ¯Ô˘Ó ‰Ôı› ÔÏÏÔ› ÔÚÈÛÌÔ› ÁÈ· ÙÔÓ ·˘ÙÈÛÌfi. O fiÚÔ˜ «A˘ÙÈÛÌfi˜» ÚÔ¤Ú¯ÂÙ·È ·fi ÙËÓ ÂÏÏËÓÈ΋ ϤÍË «Â·˘Ùfi˜» Î·È ÂÈϤ¯ıËΠ·fi ÙÔÓ L. Kanner ·ÎÚÈ‚Ò˜ ÁÈ· Ó· ˘Ô‰ËÏÒÛÂÈ ¤Ó· ·fi Ù· ·ÚÈ· ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ·ÙfïÓ, ÙËÓ ·‰˘Ó·Ì›· ÙÔ˘˜ Ó· ÂÈÎÔÈÓˆÓ‹ÛÔ˘Ó. ŒÓ·˜ ÔÚÈÛÌfi˜ Ô˘ Á›ÓÂÙ·È ·Ô‰ÂÎÙfi˜ ¢ڇÙÂÚ· Â›Ó·È ·˘Ùfi˜ Ô˘ ‰›‰ÂÙ·È Ì ÙÔÓ AÌÂÚÈηÓÈÎfi ÓfiÌÔ 105-17 ÙÔ˘ 1997, Ô˘ ·ÊÔÚ¿ Ù· ¿ÙÔÌ· Ì ÂÎ·È‰Â˘ÙÈΤ˜ ‰˘ÛÎÔϛ˜. «A˘ÙÈÛÌfi˜ Â›Ó·È ÌÈ· ·Ó·Ù˘Íȷ΋ ‰˘ÛÎÔÏ›·, Ë ÔÔ›· ÂËÚ¿˙ÂÈ ÛËÌ·ÓÙÈο ÙË ÏÂÎÙÈ΋ Î·È ÌË ÏÂÎÙÈ΋ ÂÈÎÔÈÓˆÓ›· Î·È ÙË ÎÔÈÓˆÓÈ΋ ·ÏÏËÏÂ›‰Ú·ÛË, Ë ÔÔ›· Û˘¯Ó¿ ÂÌÊ·Ó›˙ÂÙ·È ÚÈÓ ·fi ÙËÓ ËÏÈΛ· ÙˆÓ 3 ÂÙÒÓ, Î·È ÂËÚ¿˙ÂÈ ·ÚÓËÙÈο ÙËÓ ÂÎ·È‰Â˘ÙÈ΋ ·ÚÔ˘Û›· ÙÔ˘ ·È‰ÈÔ‡. ÕÏÏ· ¯·Ú·ÎÙËÚÈÛÙÈο Ô˘ Û˘Ó˘¿Ú¯Ô˘Ó Ì ÙÔÓ ·˘ÙÈÛÌfi Â›Ó·È Ë ··Û¯fiÏËÛË Ì ÛÙ·ıÂÚ¿ Â·Ó·Ï·Ì‚·ÓfiÌÂÓ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ÛÙÂÚÂfiÙ˘˜ ÎÈÓ‹ÛÂȘ, Î·È Ë ·ÓÙ›ÛÙ·ÛË ÛÙȘ ·ÏÏ·Á¤˜ ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ‹ ÛÙȘ ·ÏÏ·Á¤˜ Ù˘ ηıËÌÂÚÈÓ‹˜ ÚÔ˘Ù›Ó·˜ Î·È Û˘¯Ó¿

·ıËÙÈÎfiÙËÙ· ÛÙȘ ηıËÌÂÚÈÓ¤˜ ÙÔ˘˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜, ηıÒ˜ Â›Û˘ Î·È ÛÙȘ Û¯¤ÛÂȘ ÙÔ˘˜ Ì ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘˜, Ù· ̤ÏË Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Î·È Ù· ¿ÏÏ· ¿ÙÔÌ· ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙfi˜ ÙÔ˘˜. T· ¿ÙÔÌ· Ì ·˘ÙÈÛÌfi ¤¯Ô˘Ó Û˘Ó‹ıˆ˜ Ù· ›‰È· ÂӉȷʤÚÔÓÙ· Î·È ·ÔÏ·Ì‚¿ÓÔ˘Ó Û˘¯Ó¿ ÙȘ ›‰È˜ „˘¯·ÁˆÁÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ì ٷ ¿ÙÔÌ·, Ô˘ ‰ÂÓ ¿Û¯Ô˘Ó ·fi ·˘ÙÈÛÌfi. ™˘¯Ó¿ fï˜ ‰Â›¯ÓÔ˘Ó È‰È·›ÙÂÚÔ ÂӉȷʤÚÔÓ Û ÌÈ· Î·È ÌfiÓÔ ‰Ú·ÛÙËÚÈfiÙËÙ·, ÙËÓ ÔÔ›· ÂÎÙÂÏÔ‡Ó Ì ÙÂÏÂÙÔ˘ÚÁÈÎfi ÙÚfiÔ. ™Â ·˘Ù¤˜ ÙȘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Û˘ÁηٷϤÁÔÓÙ·È ÔÈ ·ÎfiÏÔ˘ı˜: Ó· ‚ϤÔ˘Ó ÙÔ ÓÂÚfi Ó· ÙÚ¤¯ÂÈ Î·È Ó· ¯¿ÓÂÙ·È, Ó· ÍÂÊ˘ÏÏ›˙Ô˘Ó ÙȘ ÛÂÏ›‰Â˜ ÂÓfi˜ ‚È‚Ï›Ô˘, Ó· ÎÔ˘ÓÔ‡Ó ¤Ó· ÎÔÌÌ¿ÙÈ Û‡ÚÌ·, Ó· ÙÚ›‚Ô˘Ó Ù· ¯¤ÚÈ· ÙÔ˘˜ ÛÂ Û˘ÁÎÂÎÚÈ̤ӷ ˘Ê¿ÛÌ·Ù·, Î.·. ™ÙÔÓ ·˘ÙÈÛÌfi, Ù· ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ Î˘Ì·›ÓÔÓÙ·È ·fi Ôχ ÛÔ‚·Ú¿ ¤ˆ˜ Ôχ ÂÏ·ÊÚÈ¿˜ ÌÔÚÊ‹˜. T· ÛÔ‚·Ú¿ ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ ÂΉËÏÒÓÔÓÙ·È Ì ÙË ÌÔÚÊ‹ Ôχ ·Û˘Ó‹ıÈÛÙ˘, ÂÈıÂÙÈ΋˜ ηÈ, Û οÔȘ ÂÚÈÙÒÛÂȘ, ·ÎfiÌ· Î·È ·˘ÙÔηٷÛÙÚÔÊÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜. A˘ÙÔ› ÔÈ ÙÚfiÔÈ Û˘ÌÂÚÈÊÔÚ¿˜ ÌÔÚ› Ó· Â›Ó·È Â›ÌÔÓÔÈ Î·È Ôχ ‰‡ÛÎÔÏÔ Ó· ·ÏÏ¿ÍÔ˘Ó. ™ÙËÓ ÈÔ ÂÏ·ÊÚÈ¿ ÙÔ˘ ÌÔÚÊ‹, Ô ·˘ÙÈÛÌfi˜ ÌÔÈ¿˙ÂÈ Ì ̷ıËÛȷ΋ ‰˘ÛÎÔÏ›·. AÍ›˙ÂÈ fï˜ Ó· ÛËÌÂȈı› fiÙÈ ·ÎfiÌ· Î·È Ù· ¿ÙÔÌ· Ô˘ ¿Û¯Ô˘Ó ·fi ÂÏ·ÊÚÈ¿ ÌÔÚÊ‹ ·˘ÙÈÛÌÔ‡ ¤¯Ô˘Ó ÛËÌ·ÓÙÈΤ˜ ·Ó·Ëڛ˜ ÛÙËÓ Î·ıËÌÂÚÈÓ‹ ÙÔ˘˜ ˙ˆ‹, ΢ڛˆ˜ ÛÙÔ˘˜ ÙÔÌ›˜ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙËÓ ÂÈÎÔÈÓˆÓ›· Î·È ÙȘ ÎÔÈÓˆÓÈΤ˜ Û¯¤ÛÂȘ. ŸÛÔÓ ·ÊÔÚ¿ ÙËÓ ÂÍÂÏÈÎÙÈ΋ ÔÚ›· ÙÔ˘ ·ÙfiÌÔ˘ Ì ·˘ÙÈÛÌfi, ı· Ú¤ÂÈ Ó· ÛËÌÂȈı› fiÙÈ Ù· ¿ÙÔÌ· Ì ·˘ÙÈÛÌfi ÌÔÚÔ‡Ó Ó· ‚ÂÏÙȈıÔ‡Ó ÛËÌ·ÓÙÈο Ì ÙËÓ Î·Ù¿ÏÏËÏË ıÂÚ·¢ÙÈ΋ Î·È ÂÎ·È‰Â˘ÙÈ΋ ·ÓÙÈÌÂÙÒÈÛË. O ·˘ÙÈÛÌfi˜ ‰ÂÓ ·ÓÙÈÌÂÙˆ›˙ÂÙ·È ÌÂ È‰Ú˘Ì·ÙÔÔ›ËÛË. Y¿Ú¯Ô˘Ó ·ÚÎÂÙ¿ ·˘ÙÈÛÙÈο ¿ÙÔÌ· Ô˘ ¤¯Ô˘Ó ‰È·Ú¤„ÂÈ Û οÔÈÔ˘˜ ÙÔÌ›˜ Ù˘ ˙ˆ‹˜ ÙÔ˘˜, fiˆ˜ ˘¿Ú¯Ô˘Ó Î·È ¿ÙÔÌ· Ì ·˘ÙÈÛÌfi Ô˘ Û˘Ó‰˘·ÛÙÈο Ì ¿ÏϘ ·Ó·Ù˘ÍȷΤ˜ ‰È·Ù·Ú·¯¤˜ ‰ÂÓ Î·Ù¿ÊÂÚ·Ó Ó· ÎÔÈÓˆÓÈÎÔÔÈËıÔ‡Ó. T· ·›ÙÈ· Ô˘ ÚÔηÏÔ‡Ó ÙÔÓ ·˘ÙÈÛÌfi ‰ÂÓ Â›Ó·È Ì¤¯ÚÈ

A¶PI§IO™ 2009

Û‹ÌÂÚ· ·ÎÚÈ‚Ò˜ ÁÓˆÛÙ¿. OÈ Bettelheim, 1956, 1967 Î·È ·ÚÁfiÙÂÚ· Ô Kanner ‰È·Ù˘ÒÓÔ˘Ó ÙËÓ „˘¯ÔÁÂÓ‹ ÂÚÌËÓ›· ÙÔ˘ ·˘ÙÈÛÌÔ‡ Ë ÔÔ›· ‰ÂÓ ÂȂ‚·ÈÒÓÂÙ·È fï˜ Ì ÓÂfiÙÂÚ˜ ¤Ú¢Ó˜ Î·È ÌÂϤÙ˜. ™‡Á¯ÚÔÓ˜ ¤Ú¢Ó˜ ¤¯Ô˘Ó ·ԉ›ÍÂÈ fiÙÈ Ë ·˘ÙÈÛÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿ ÙˆÓ ·È‰ÈÒÓ Û˘Ó‰¤ÂÙ·È Ì ÙË Ó¢ÚÔÏÔÁÈ΋ ηٿÛÙ·ÛË ÙÔ˘˜ Î·È fiÙÈ ÛÙÔÓ ÈfiηÌÔ Î·È ÙËÓ ·ÚÂÁÎÂÊ·Ï›‰· ÙˆÓ ·˘ÙÈÛÙÈÎÒÓ ·È‰ÈÒÓ ·Ú·ÙËÚÔ‡ÓÙ·È ‰È·ÊÔÚ¤˜ Û ۇÁÎÚÈÛË Ì ÙȘ ·ÓÙ›ÛÙÔȯ˜ ÂÚÈÔ¯¤˜ ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘ ÙˆÓ ¿ÏÏˆÓ ·È‰ÈÒÓ. A˘Ùfi ÙÔ Ó¢ÚÔÏÔÁÈÎfi Úfi‚ÏËÌ· ÂËÚ¿˙ÂÈ ÂΛӷ Ù· ÙÌ‹Ì·Ù· ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘, Ù· ÔÔ›· ÂÂÍÂÚÁ¿˙ÔÓÙ·È ÙË ÁÏÒÛÛ·, ÙȘ ÏËÚÔÊÔڛ˜, Î·È ÙȘ ·ÈÛı‹ÛÂȘ. T· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ·, ÔÈ ÂÈÛÙ‹ÌÔÓ˜ ÂÚ¢ÓÔ‡Ó ÙÔ ÂӉ¯fiÌÂÓÔ Ù˘ Â›‰Ú·Û˘ ‚ÈÔÏÔÁÈÎÒÓ ·Ú·ÁfiÓÙˆÓ ÛÙËÓ ÂÌÊ¿ÓÈÛË ÙÔ˘ ·˘ÙÈÛÌÔ‡. ŸÛÔÓ ·ÊÔÚ¿ ÙÔ ÂÚÒÙËÌ· Â¿Ó Ô ·˘ÙÈÛÌfi˜ ¤¯ÂÈ ÎÏËÚÔÓÔÌÈ΋ ‚¿ÛË, Ú¤ÂÈ Ó· ÛËÌÂȈı› fiÙÈ ÙÔ ÂÚÒÙËÌ· ·˘Ùfi ‰ÂÓ ¤¯ÂÈ ·ÎfiÌ· ··ÓÙËı› Ì ·ÎÚ›‚ÂÈ·. TÔ ·˘ÙÈÛÙÈÎfi Ê¿ÛÌ· fï˜ Û˘Ó·ÓÙ¿Ù·È ÂÚÈÛÛfiÙÂÚÔ ·fi ÌÈ· ÊÔÚ¿ ÛÙȘ ›‰È˜ ÔÈÎÔÁ¤ÓÂȘ, ÁÂÁÔÓfi˜ Ô˘ οÓÂÈ ÙÔ˘˜ ÁÂÓÂÙÈÛÙ¤˜ Ó· ÂÚ¢ÓÔ‡Ó ÙÔ ÂӉ¯fiÌÂÓÔ fiÙÈ ˘¿Ú¯ÂÈ ÁÂÓÂÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜. A˜ ‰Ô‡Ì fï˜ Ù· ·ÚÈ· ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ·˘ÙÈÛÙÈÎÒÓ ·È‰ÈÒÓ. MÂÚÈο ·fi ·˘Ù¿ Â›Ó·È Ù· ÂÍ‹˜: ñ ™Ô‚·Ú‹ ‰˘ÛÎÔÏ›· ̤¯ÚÈ Ï‹Ú˘ ·‰˘Ó·Ì›· ÂÈÎÔÈÓˆÓ›·˜ ñ I‰ÈfiÚÚ˘ıÌÔ˜ ÁψÛÛÈÎfi˜ ÎÒ‰Èη˜ ñ ™Ô‚·Ú‹ ÂÓfi¯ÏËÛË ·fi ·ÏÏ·Á¤˜ ÚÔ˘Ù›Ó·˜ ñ ¶Ôχ ¯·ÌËÏfi ÓÔËÙÈÎfi Â›Â‰Ô (Ê·ÈÓÔÌÂÓÈο) ñ EÍ·ÈÚÂÙÈ΋ ¢·ÈÛıËÛ›· ñ E‡ÎÔÏ· Î·È ¯ˆÚ›˜ ÏfiÁÔ ÌÂÙ·‚·ÏÏfiÌÂÓË Û˘Ó·ÈÛıËÌ·ÙÈ΋ ηٿÛÙ·ÛË ñ YÂÚ‚ÔÏÈ΋ ·ÓÙ›ÏË„Ë ÛÙËÓ ·›ÛıËÛË ÙÔ˘ ˙ÂÛÙÔ‡ÎÚ‡Ô˘. ñ KÏ›ÓÔ˘Ó Ù· Ì¿ÙÈ· ÙÔ˘˜ fiÙ·Ó ı¤ÏÔ˘Ó Ó· ·ÔÎÔÔ‡Ó ·fi ·ÓÂÈı‡ÌËÙ· ÔÙÈο ‹ ·ÎÔ˘ÛÙÈο ÂÚÂı›ÛÌ·Ù· ñ ¶ÚÔÛÎÔÏÔ‡ÓÙ·È Û ·Û‹Ì·ÓÙ· ‹ ηÙÂÛÙÚ·Ì̤ӷ ·ÓÙÈΛÌÂÓ· ñ EÎÙÂÏÔ‡Ó ÛÙÂÚÂfiÙ˘˜ ÎÈÓ‹ÛÂȘ ñ ¶·Ú·ÙËÚÂ›Ù·È ÛÔ‚·Úfi Úfi‚ÏËÌ· ÛÂÍÔ˘·ÏÈ΋˜ ÂÈıÂÙÈÎfiÙËÙ·˜ ηٿ ÙËÓ ÂÊ˂›· ñ ¶·Ú·ÙËÚÔ‡ÓÙ·È Û˘¯Ó¿ ·fiÙÔ̘, ·ÏÌ·ÙÒ‰ÂȘ Î·È Î˘Ú›ˆ˜ ÌË ÚԂϤ„È̘ ·ÏÈÓ‰ÚÔÌ‹ÛÂȘ (XÚËÛÙ¿Î˘, 1994, 2006) T· ·˘ÙÈÛÙÈο ¿ÙÔÌ· ‰˘ÛÎÔχÔÓÙ·È ¤ˆ˜ Î·È ·‰˘Ó·ÙÔ‡Ó Ó· ηٷÓÔ‹ÛÔ˘Ó ÙË ÁÏÒÛÛ· ÙÔ˘ ÛÒÌ·ÙÔ˜. ¢ÂÓ ÌÔÚÔ‡Ó Ó· ÂÚÌËÓ‡ÛÔ˘Ó ÙÔÓ ÙfiÓÔ Ù˘ ʈӋ˜ ÙÔ˘ Û˘ÓÔÌÈÏËÙ‹ ÙÔ˘˜ Î·È Î·Ù·ÓÔÔ‡Ó ÙËÓ Î˘ÚÈÔÏÂÎÙÈ΋, ÌfiÓÔ, ÛËÌ·Û›· ÙˆÓ Ï¤ÍÂˆÓ Î·È ÙˆÓ ÚÔÙ¿ÛˆÓ. E› ÚÔÛı¤Ùˆ˜, ‰˘ÛÎÔχÔÓÙ·È Ó· ÂÈÛ¿ÁÔ˘Ó ¤Ó· Ó¤Ô ı¤Ì· Û˘˙‹ÙËÛ˘ Î·È ‰˘ÛÎÔχÔÓÙ·È Ó· ·ÏÏ¿ÍÔ˘Ó ÙÔ ı¤Ì· Ù˘ Û˘˙‹ÙËÛ˘.

17 AÍ›˙ÂÈ fï˜ Ó· ·Ó·Ê¤ÚÔ˘ÌÂ Î·È Ù· ‰˘Ó·Ù¿ ÛËÌ›· ÙˆÓ ·ÙfiÌˆÓ Ì ·˘ÙÈÛÌfi. MÂÚÈο ¿ÙÔÌ· ÏÔÈfiÓ Ì ‰È·Ù·Ú·¯¤˜ ·˘ÙÈÛÙÈÎÔ‡ Ê¿ÛÌ·ÙÔ˜ ¤¯Ô˘Ó ·Û˘Ó‹ıÈÛÙË ÌÓ‹ÌË Î·È ‰È·Ú¤Ô˘Ó ÛÙÔ˘˜ H/Y. ¢È·ÎÚ›ÓÔÓÙ·È ÁÈ· ÙËÓ ·ÔÊ·ÛÈÛÙÈÎfiÙËÙ· Î·È ÙËÓ ÂÈÌÔÓ‹ ÙÔ˘˜ fiÙ·Ó ı¤ÙÔ˘Ó ÛÙfi¯Ô˘˜. MÂÏÂÙÔ‡Ó Û ‚¿ıÔ˜, ȉȷ›ÙÂÚ· fiÙ·Ó ÙÔ ·ÓÙÈΛÌÂÓÔ Ù˘ ÌÂϤÙ˘ ÙÔ˘˜ ‘ÙÚ·‚‹ÍÂÈ’ ÙËÓ ÚÔÛÔ¯‹. E›Ó·È ηÏÔ› ÛÙÔÓ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi Î·È ‰›ÓÔ˘Ó ÌÂÁ¿ÏË ÚÔÛÔ¯‹ ÛÙË ÏÂÙÔ̤ÚÂÈ· Î·È ÙËÓ ·ÎÚ›‚ÂÈ·. º˘ÛÈο fiÏ· ÂÍ·ÚÙÒÓÙ·È ·fi ÙÔ ‚·ıÌfi Ù˘ ‰È·Ù·Ú·¯‹˜ ÙÔ˘ ·˘ÙÈÛÙÈÎÔ‡ Ê¿ÛÌ·ÙÔ˜ Î·È ÙË ÂÎ·›‰Â˘ÛË Ô˘ ¤¯ÂÈ Ï¿‚ÂÈ ÙÔ ¿ÙÔÌÔ. MÂÚÈο ·˘ÙÈÛÙÈο ¿ÙÔÌ· Ì·ı·›ÓÔ˘Ó Ì Ôχ ÌÂÁ¿ÏÔ ÎfiÔ Ê˘ÛÈÔÏÔÁÈο ÚfiÙ˘· ÏfiÁÔ˘ Î·È ÂÈÎÔÈÓˆÓ›·˜. ¶Ú¤ÂÈ fï˜ Ó· ÙÔ˘˜ ‰Ôı› fï˜ Ë Â˘Î·ÈÚ›· Ó· ·ÔÎÙ‹ÛÔ˘Ó ÁÓˆÛÙÈΤ˜ Î·È ÎÔÈÓˆÓÈΤ˜ ‰ÂÍÈfiÙËÙ˜ Î·È Ó· ·Ó·ÚÔÛ‰ÈÔÚ›ÛÔ˘Ó ÙËÓ ÂÈÎfiÓ· ÙÔ˘˜ ̤۷ ·fi ÙË Î·Ù¿ÎÙËÛË ‰ÂÍÈÔÙ‹ÙˆÓ Î·È ÙË ıÂÙÈ΋ ·ÏÏËÏÂ›‰Ú·ÛË Ì ¿ÙÔÌ· ÙÔ˘ ÂÚÈ‚¿ÏÏÔÓÙfi˜ ÙÔ˘˜. T· ·˘ÙÈÛÙÈο ·È‰È¿ ÂÎ·È‰Â‡ÔÓÙ·È ÛÙËÓ ÔÌÈÏ›·, ηıÒ˜ Î·È Û ‰ÂÍÈfiÙËÙ˜ ·˘Ùfi-Â͢ËÚ¤ÙËÛ˘. ™ËÌ·ÓÙÈ΋ Â›Ó·È Ë Û˘Ì‚ÔÏ‹ ÙÔ˘ ÏÔÁÔıÂÚ·Â˘Ù‹ ηıÒ˜ Î·È ÙÔ˘ ÂÚÁÔıÂÚ·Â˘Ù‹. T· ·È‰È¿ Ì A˘ÙÈÛÌfi ‰È·ÙÚ¤¯Ô˘Ó ·˘ÍË̤ÓÔ Î›Ó‰˘ÓÔ „˘¯È·ÙÚÈÎÒÓ Û˘ÌÙˆÌ¿ÙˆÓ Î·È ‰È·Ù·Ú·¯ÒÓ Û˘ÌÂÚÈÊÔÚ¿˜ Ô˘ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙÔÓ ·˘ÙÈÛÌfi. OÈ ÈÔ ÎÔÈÓ¤˜ ‰È·Ù·Ú·¯¤˜ Û ·È‰È¿ Ì A˘ÙÈÛÌfi ›ӷÈ: ‰È·Ù·Ú·¯¤˜ Ù˘ ‰È¿ıÂÛ˘, ¿Á¯Ô˜, ‰È·Ù·Ú·¯‹ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·˜ ‰È·Ù·Ú·¯¤˜ ‡ÓÔ˘, ÂÈıÂÙÈÎfiÙËÙ· Î·È ·˘ÙÔÙÚ·˘Ì·ÙÈÛÌÔ›. ¢ÂÓ ı· Ú¤ÂÈ Ó· ͯӿÌ fï˜ fiÙÈ Ô ·˘ÙÈÛÌfi˜ ·ÓÙÈÌÂÙˆ›˙ÂÙ·È Î·È ¤¯ÂÈ ÛËÌÂȈı› ÌÂÁ¿ÏË ÚfiÔ‰Ô˜ ·˘ÙÒÓ ÙˆÓ ·È‰ÈÒÓ ÌÂÙ¿ ÙË ·Ú¤Ì‚·ÛË ÏÔÁÔıÂÚ·¢ÙÒÓ, ÂÚÁÔıÂÚ·¢ÙÒÓ Î·È ¿ÏÏˆÓ ÂȉÈÎÒÓ ·È‰·ÁˆÁÒÓ. ŸÏ· Ù· ·È‰È¿ ‰ÈηÈÔ‡ÓÙ·È ›Û˜ ¢ηÈڛ˜ Ì¿ıËÛ˘. TÔ Û¯ÔÏÂ›Ô Â›Ó·È Ô ¯ÒÚÔ˜ Ô˘ ·Á·ÏÈ¿˙ÂÈ fiÏÔ˘˜ ÙÔ˘˜ Ì·ıËÙ¤˜ ·ÓÂÍ¿ÚÙËÙ· ·fi ÙȘ ‰˘ÛÎÔϛ˜ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó Î·È ÙÔ˘˜ ÂÓ‰˘Ó·ÌÒÓÂÈ ÙË ›ÛÙË ÁÈ· ÌÈ· ˙ˆ‹ ¯ˆÚ›˜ ‰È·ÎÚ›ÛÂȘ Î·È ÂÙÈÎÂÙÈÎÔÔ›ËÛË. E›Ó·È ÙÔ ÂÓ·ÚÎÙ‹ÚÈÔ Ù˘ ÎÔÈÓˆÓÈÎÔÔ›ËÛ˘ ÙÔ˘˜ Î·È Ù˘ ·Ô‰Ô¯‹˜ Ù˘ ‰È·ÊÔÚÂÙÈÎfiÙËÙ·˜ ÙÔ˘˜. °ÓˆÚ›˙Ô˘Ì ¿ÏψÛÙ fiÙÈ Ë ÔÌÔÚÊÈ¿ ‚Ú›ÛÎÂÙ·È ÛÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ·. A˜ ηÏԉ¯Ùԇ̠ÏÔÈfiÓ Ù· ·È‰È¿ Ì ·˘ÙÈÛÌfi ÛÙȘ Ù¿ÍÂȘ Ì·˜, ·˜ ÂÓÈÛ¯‡ÛÔ˘Ì ÙË ›ÛÙË ÙÔ˘˜ ÁÈ· ›Û˜ ¢ηÈڛ˜ ÛÙË ˙ˆ‹ Î·È ÙË Ì¿ıËÛË Î·È ·˜ ÙÔ˘˜ ‰ÒÛÔ˘Ì ÙË ‰˘Ó·ÙfiÙËÙ· Ó· ·Ó·‰Â›ÍÔ˘Ó Î·È ·˘Ù¿ ÙȘ ‰˘Ó·ÙfiÙËÙ˜ ÙÔ˘˜ ̤۷ Û ¤Ó· ÂÚÈ‚¿ÏÏÔÓ Ô˘ ·Ô‰¤¯ÂÙ·È Î·È Î·Ù·ÓÔ› Ù· ÚÔ‚Ï‹Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó. TÔ ÌfiÓÔ Ô˘ ¯ÚÂÈ¿˙ÔÓÙ·È Â›Ó·È ˘ÔÌÔÓ‹, ›ÛÙË Î·È ·Ô‰Ô¯‹. H ÚfiÔ‰Ô˜ ÙÔ˘˜ Â›Ó·È Ë Î·Ï‡ÙÂÚË ·ÓÙ·ÌÔÈ‚‹ ÁÈ· fiÏÔ˘˜ ÙÔ˘˜ ÂÎ·È‰Â˘ÙÈÎÔ‡˜ Ô˘ ·ÚÓÔ‡ÓÙ·È Ó· ·Ú·ÈÙËıÔ‡Ó ·fi ÙË ÚÔÛ¿ıÂÈ· ·˘ÙÒÓ ÙˆÓ ã‰‡ÛÎÔψӒ ·È‰ÈÒÓ.

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A¶PI§IO™ 2009

TÔ ¤Ó· ¯¤ÚÈ Ó›‚ÂÈ ÙÔ ¿ÏÏÔ... £ÂÙÈΤ˜ ÛΤ„ÂȘ ÁÈ· ÙË Ì¿ıËÛË ÛÙË Û‡Á¯ÚÔÓË Ù¿ÍË (Ù˘ •¤Ó˘ °ÏÒÛÛ·˜) H M·ÓÙÒ M·ÌԇϷ ([email protected]) ¤¯ÂÈ ÛÔ˘‰¿ÛÂÈ ÓÔÌÈο Î·È ¤¯ÂÈ ÌÂÏÂÙ‹ÛÂÈ ¤Ú· ·fi ÙËÓ ·ÁÁÏÈ΋ ÁÏÒÛÛ·, ‰ËÌfiÛȘ Û¯¤ÛÂȘ, ‰ËÌÔÛÈÔÁÚ·Ê›· Î·È Û˘Ì‚Ô˘Ï¢ÙÈ΋. MÂÙ·ÊÚ¿˙ÂÈ Î·È ÂÚÁ¿˙ÂÙ·È ÛÙÔÓ È‰ÈˆÙÈÎfi ÂÎ·È‰Â˘ÙÈÎfi ÙÔ̤· Â‰Ò Î·È ÔÏÏ¿ ¯ÚfiÓÈ·. K·Ù¿ ηÈÚÔ‡˜ Û˘ÓÂÚÁ¿˙ÂÙ·È Ì MME Î·È °Ú·Ê›· T‡Ô˘ EÏÏËÓÈÎÒÓ Î·È E˘Úˆ·˚ÎÒÓ ¢ÈÎÙ‡ˆÓ Ì Â›ÎÂÓÙÚÔ ÙȘ E˘·ı›˜ KÔÈÓˆÓÈο OÌ¿‰Â˜. ÂÎ·›‰Â˘ÛË Â›Ó·È Û·Ó ¤Ó· ·È¯Ó›‰È Ù˘ ÙÚ¿Ô˘Ï·˜. ¢ÂÓ ¤¯ÂÈ ÙfiÛË ÛËÌ·Û›· ÙÈ ¯·ÚÙÈ¿ ·›ÚÓÂÈ Î·Ó›˜ ÛÙÔ ÌÔ›Ú·ÛÌ·, fiÛË Ô ÙÚfiÔ˜ Ô˘ ÂÈϤÁÔ˘Ì ӷ ·›ÍÔ˘Ì Ì ·˘Ù¿. K·È ηْ·Ó·ÏÔÁ›· Ú¤ÂÈ Ó· Á˘Ú›ÛÔ˘Ì ÚÔ˜ Ù· ›Ûˆ Î·È Ó· ‰ÈÂÚ¢ӋÛÔ˘Ì fi¯È ÙfiÛÔ ÙÔ Ù› ͤÚÔ˘ÌÂ Î·È ÙÔ Ù› ‰È‰¿ÛÎÔ˘Ì ˘fi ÙËÓ ¤ÓÓÔÈ· Ù˘ ÏËÚÔÊÔÚ›·˜ ·ÏÏ¿ ÙÔ Ò˜ ‰È‰¿ÛÎÔ˘ÌÂ Î·È ÙÔ Ò˜ ÔÈ Ì·ıËÙ¤˜ Ì·ı·›ÓÔ˘Ó ˘fi ÙËÓ ¤ÓÓÔÈ· ÙÔ˘ Ò˜ ı· ·ÓÙ·ÂͤÏıÔ˘Ó ÛÙȘ ‰˘ÛÎÔϛ˜ Ô˘ ¤¯Ô˘Ó ÌÚÔÛÙ¿ ÙÔ˘˜. ¶Ú¤ÂÈ, ÏÔÈfiÓ, Ó· Ì¿ıÔ˘Ó Ó· Ì·ı·›ÓÔ˘Ó Î·È ÂÌ›˜ Ó· Ì¿ıÔ˘Ì ӷ ÙÔ˘˜ ‰›ÓÔ˘Ì ·˘Ùfi Ô˘ ı· ¯ÚÂÈ·ÛÙÔ‡Ó. ¶Ò˜ Á›ÓÂÙ·È ·˘Ùfi; ™ÙÔ ϤÁÌ· ÙˆÓ Û¯¤ÛÂˆÓ Ô˘ ‰ËÌÈÔ˘ÚÁÔ‡ÓÙ·È ÛÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ Ë Û¯¤ÛË ·Ó¿ÌÂÛ· ÛÙÔÓ ‰È‰¿ÛÎÔÓÙ· Î·È ÙÔÓ ‰È‰·ÛÎfiÌÂÓÔ Â›Ó·È Ë ϤÔÓ ÛËÌ·ÓÙÈ΋. K·È Ú¤ÂÈ Ó· Â›Ó·È ÔÏÔÎÏËڈ̤ÓË Ì ÙËÓ ¤ÓÓÔÈ· fiÙÈ Ë ·ÏÏËÏÂ›‰Ú·ÛË ‰ÂÓ Ú¤ÂÈ Ó· ÛÙ·Ì·Ù¿ ÛÙÔ «ÂÁÒ Ï¤ˆ» Î·È «ÂÛ‡ Â·Ó·Ï·Ì‚¿ÓÂȘ» Î·È ·˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ¤Ì·ı˜. OÈ ÂÈ̤ÚÔ˘˜ ‰ÂÍÈfiÙËÙ˜ ‚ÂÏÙÈÒÓÔÓÙ·È ÌfiÓÔ fiÙ·Ó ÔÈ Ì·ıËÙ¤˜ ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔÓ ‰¿ÛηÏÔ ·Ó·Ù‡ÛÛÔ˘Ó ¤Ó· ·ÏËıÈÓfi Ì·ıËÛÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ fiÔ˘ Ë Û˘ÌÂÚÈÊÔÚ¿ ·›˙ÂÈ ÙÔÓ ÚˆÙ·ÁˆÓÈÛÙÈÎfi ÚfiÏÔ. ™ÙÔ ˘ÁȤ˜ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ ÔÈ ‰¿ÛηÏÔÈ Ú¤ÂÈ Ó· ·Ó·Ï·Ì‚¿ÓÔ˘Ì ÙËÓ Â˘ı‡ÓË ÙˆÓ Ú¿ÍÂÒÓ Ì·˜, ›Ù ·˘Ù¤˜ ¤¯Ô˘Ó ¿ÌÂÛË Û¯¤ÛË Ì ÙÔ ÁÓˆÛÙÈÎfi ·ÓÙÈΛÌÂÓÔ («‰ÂÓ ÁÓˆÚ›˙ˆ ·˘Ùfi Ô˘ Ì ڈٿÙ ·ÏÏ¿ ı· ÙÔ „¿Íˆ Î·È ı· Û·˜ ÙÔ ˆ ÛÙÔ ÂfiÌÂÓÔ Ì¿ıËÌ·») fiÛÔ Î·È ÛÙË ÏÔÈ‹ Ì·ıËÛȷ΋ ‰È·‰Èηۛ· («‰ÂÓ ¤¯ˆ ʤÚÂÈ Ù· ‰È·ÁˆÓ›ÛÌ·Ù· Û·˜ ‰ÈÔÚıˆÌ¤Ó· ÂÂȉ‹...») ¯ˆÚ›˜ Ó· ÓÈÒıÔ˘Ì ¤ÓÔ¯ÔÈ ÁÈ’ ·˘Ù¤˜. TÔ Ó· ·Ú·‰Â¯fiÌ·ÛÙÂ, Â›Û˘, ˆ˜ ›¯·Ì ¿‰ÈÎÔ Û οÙÈ Ô˘ ›¯·Ì ÂÌÊ·ÓÈÛÙ› Û›ÁÔ˘ÚÔÈ ˆ˜ ›¯·Ì ‰›ÎÈÔ Â›Ó·È ‰Â›ÁÌ· ÌÂÁ¿Ï˘ ˆÚÈÌfiÙËÙ·˜ («˙ËÙÒ Û˘ÁÁÓÒÌË Ô˘ ‹ÌÔ˘Ó ·‰È¿ÏÏ·ÎÙÔ˜/Ë ÛÙÔ ÚÔËÁÔ‡ÌÂÓÔ Ì¿ıËÌ· Û¯ÂÙÈο Ì ... TÔ ÂÚ‡ÓËÛ· Î·È Â›¯·Ù ‰›ÎÈÔ»). ¢ÂÓ Ú¤ÂÈ Ó· ÊÔ‚fiÌ·ÛÙ ӷ ·Ú·‰Â¯Ùԇ̠fiÙÈ ·ÁÓÔԇ̠οÙÈ. H ·Ú·‰Ô¯‹ Ù˘ ¿ÁÓÔÈ·˜ ı· Ì·˜ ·Ú·ÎÈÓ‹ÛÂÈ Ó· ‚Úԇ̠ÙËÓ ·¿ÓÙËÛË Û’ ·˘Ùfi Ô˘ ‰ÂÓ ÁÓˆÚ›˙Ô˘ÌÂ Î·È ÛÙË Û˘Ó¤¯ÂÈ· Ó· Á›ÓÔ˘Ì ηχÙÂÚÔÈ ‰¿ÛηÏÔÈ. A˜ ÙÈÌ¿Ì ÙȘ ˘Ô¯ÚÂÒÛÂȘ Ì·˜ ·¤Ó·ÓÙ› ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÎÈ ÂΛÓÔÈ ı· ¤¯Ô˘Ó ÙËÓ Ù¿ÛË Ó· ÙÈÌÔ‡Ó ÙȘ ‰ÈΤ˜ ÙÔ˘˜. M ÙÔÓ ›‰ÈÔ ÙÚfiÔ ‰ÂÓ Ú¤ÂÈ Ó· ‰›ÓÔ˘Ì ÔÙ¤ Û˘Ì‚Ô˘Ï¤˜ Ô˘ ‰ÂÓ ı· ·ÎÔÏÔ˘ıÔ‡Û·Ì ÔÈ ›‰ÈÔÈ. AÓ ÛÙËÓ ·‰˘Ó·Ì›· ÙÔ˘ Ì·ıËÙ‹ Ó· ·ÓÙ·ÂͤÏıÂÈ ÛÙȘ ·ÎÔ˘ÛÙÈΤ˜ ·Û΋ÛÂȘ (Listening activitities) Ë ·¿ÓÙËÛË Â›Ó·È Ó· ÁÚ¿„ÂÈ ‰¤Î· (10) ·ÓÙ›ÛÙÔȯ· ÙÂÛ٠̤۷ ÛÙÔ ™·‚‚·ÙÔ·ÚÈ·ÎÔ «ÁÈ· Ó· Û˘ÓËı›ÛÂÈ», ·˜ ‚¿ÏÔ˘Ì ÙÔÓ Â·˘Ùfi Ì·˜ ÛÙË ı¤ÛË ·˘ÙÔ‡ ÙÔ˘ ·È‰ÈÔ‡ Î·È ·˜ ÙÔ Û˘Ì‚Ô˘Ï‡ÛÔ˘Ì ӷ «·›ÍÂÈ» Ì ÌÂÚÈο ·fi ·˘Ù¿ Ù· ÙÂÛÙ Ì ‰È·ÊÔÚÂÙÈÎÔ‡˜ ÙÚfiÔ˘˜: ÙÔ ¤Ó· Ó· ÙÔ Î¿ÓÂÈ ¯ˆÚ›˜ ΛÌÂÓÔ Û˘Óԉ¢ÙÈÎfi ÙˆÓ ··ÓÙ‹ÛˆÓ, ÙÔ ¿ÏÏÔ ‚Ú›ÛÎÔÓÙ·˜ ÙȘ ϤÍÂȘ ÎÏÂȉȿ, ÙÔ ÙÚ›ÙÔ ÁÚ¿ÊÔÓÙ·˜ ÙË ÁÓÒÌË ÙÔ˘ ÁÈ· fiÛ· ¿ÎÔ˘ÛÂ Î·È ÙÔ Ù¤Ù·ÚÙÔ ÌÂÙÚÒÓÙ·˜ Ù· Ô˘ÛÈ·ÛÙÈο Ô˘ ·ÎÔ‡ÂÈ. ŒÙÛÈ Î·È ÈÔ Â˘¯¿ÚÈÛÙ· ı· ÂÚ¿ÛÂÈ ÙËÓ ÒÚ· ÙÔ˘ ÁÈ·Ù› ı· ÈÛÙ‡ÂÈ fiÙÈ ‰ÂÓ Î¿ÓÂÈ ·Û΋ÛÂȘ Ì ÙÔÓ ·Ú·‰ÔÛÈ·Îfi ÙÚfiÔ

H

Î·È ÙËÓ ÂfiÌÂÓË ÊÔÚ¿ Ô˘ fiÏÔÈ Ì·˙› ı· οÓÔ˘Ì ¤Ó· ·ÎÔ˘ÛÙÈÎfi ÙÂÛÙ ı· ÚÔÛ¤¯ÂÈ ÙÂÏ›ˆ˜ ‰È·ÊÔÚÂÙÈο Ú¿ÁÌ·Ù·, ·fi fi,ÙÈ Ì¤¯ÚÈ ÙfiÙÂ. K·Ïfi Â›Ó·È Ó· ı˘ÌfiÌ·ÛÙ fiÙÈ ÔÈ Ì·ıËÙ¤˜ ÂËÚ¿˙ÔÓÙ·È ·fi ·˘Ù¿ Ô˘ ÎÔ˘‚·ÏÔ‡Ó ÛÙÔ ÎÂÊ¿ÏÈ ÙÔ˘˜ Î·È fi¯È ·fi ·˘Ù¿ Ô˘ ÎÔ˘‚·Ï¿Ì ÂÌ›˜ ÛÙÔ ‰ÈÎfi Ì·˜ ÌÈ·˜ Î·È ÔÈ Ì·ıËÙ¤˜ Â›Ó·È ·˘Ùfi Ô˘ ›ӷÈ, fi¯È ·˘Ùfi Ô˘ ı· ı¤Ï·Ì ӷ ›ӷÈ. K·È Ô Î·ı¤Ó·˜ ·fi ·˘ÙÔ‡˜ Ì·ı·›ÓÂÈ Ì ÂÓÙÂÏÒ˜ ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ·fi ÙÔÓ ¿ÏÏÔ. TfiÛÔ Ôχ Ô˘ ÛÙÔ ›Ûˆ ̤ÚÔ˜ ÙÔ˘ Ì˘·ÏÔ‡ Ì·˜ ηÏfi Â›Ó·È Ó· ¤¯Ô˘Ì fiÙÈ fiÏÔÈ (Ì·ıËÙ¤˜, ‰¿ÛηÏÔÈ) ¤¯Ô˘Ó οÔÈÔ˘ ›‰Ô˘˜ Ì·ıËÛȷ΋ ‰˘ÛÎÔÏ›· ·ÎÚÈ‚Ò˜ fiˆ˜ fiÏÔÈ ‰È·ı¤ÙÔ˘Ó Î¿ÔÈ· Ì·ıËÛȷ΋ ¢ÎÔÏ›·. ¢ÂÓ Â›Ó·È Ù˘¯·›Ô Ô˘ ¤Ó·˜ «Î·Ïfi˜» Ì·ıËÙ‹˜ ÛÙË ÁÚ·ÌÌ·ÙÈ΋, ÛÙËÓ ¤ÎıÂÛË ‰ÂÓ ÌÔÚ› Ó· Ù· ‚Á¿ÏÂÈ ¤Ú·, Ô‡Ù fiÙÈ ¤Ó·˜ «·‰‡Ó·ÌÔ˜» Ì·ıËÙ‹˜ ÛÙ· ÁÚ·Ù¿, ¤¯ÂÈ ÊÔ‚ÂÚ¤˜ ‰˘Ó·ÙfiÙËÙ˜ ÛÙ· ÚÔÊÔÚÈο. ™Â Â›Â‰Ô ÚÔÛˆÈÎfiÙËÙ·˜ ‰Â, ÔÈ Û˘ÌÂÚÈÊÔÚ¤˜ ÔÈΛÏÔ˘Ó ·Ó¿ÏÔÁ· Ì ٷ ÂÚÈ‚¿ÏÏÔÓÙ·. ŸÙ·Ó ÛÙËÓ Ù¿ÍË ÂÈÎÚ·Ù› ¯¿Ô˜ ÙfiÙ ÎÈ Ô Î·Ïfi˜ Ì·ıËÙ‹˜ ı· Û˘ÌÌÂÙ¤¯ÂÈ (ÎÈ ·˘Ùfi ‰ÂÓ ÛËÌ·›ÓÂÈ ··Ú·›ÙËÙ· fiÙÈ ‰ÂÓ Á›ÓÂÙ·È Ì¿ıËÌ·), fiÙ·Ó ‰Â ÂÈÎÚ·Ù› ·fiÏ˘ÙË ËÚÂÌ›· ÙfiÙÂ Î·È Ô ·‰‡Ó·ÌÔ˜ Ì·ıËÙ‹˜ ı· ·ÓÙ·ÔÎÚÈı› Ì ÌÂÁ·Ï‡ÙÂÚË Â˘ÎÔÏ›·. AÓ ·ÁÓÔԇ̠ٷ ÚÔ‚Ï‹Ì·Ù· ‰ÂÓ Ù· χÓÔ˘ÌÂ, ·ÏÒ˜ Ù· Û˘ÛÛˆÚ‡ԢÌÂ. ŸÛÔ ÈÔ ÁÚ‹ÁÔÚ· ÌÔÚ¤ÛÔ˘Ì ӷ οÓÔ˘Ì «‰È¿ÁÓˆÛË» ÁÈ· Ù· ÚÔ‚Ï‹Ì·Ù· ̤۷ ÛÙËÓ Ù¿ÍË ÙfiÛÔ ÙÔ Î·Ï‡ÙÂÚÔ. K·È Ù· ÚÔ‚Ï‹Ì·Ù· ÌÔÚ› Ó· Â›Ó·È ›Ûˆ˜ ¿ÏÏ· ·fi ·˘Ù¿ Ô˘ ¤¯Ô˘ÌÂ Û˘ÓËı›ÛÂÈ Ó· ÓÔÌ›˙Ô˘ÌÂ. K¿ÓÔ˘Ó Ê·Û·Ú›· ÔÈ Ì·ıËÙ¤˜; TÔ ÂÚÒÙËÌ· Ú¤ÂÈ Ó· Â›Ó·È «E›Ó·È ÙÔ Ì¿ıËÌ· ‚·ÚÂÙfi»; ¢ÂÓ ‚ÂÏÙÈÒÓÔÓÙ·È Ù· ·È‰È¿ ÛÙËÓ ¤ÎıÂÛË; TÔ ÂÚÒÙËÌ· Ú¤ÂÈ Ó· Â›Ó·È «¶ÔÈÔ ·È‰› ‚ÂÏÙÈÒÓÂÙ·È Î·È Ì ÔÈÔÓ ÙÚfiÔ»; ŒÓ· ·È‰› ÌÔ˘ ηٷÛÙÚ¤ÊÂÈ ÙÔ Ì¿ıËÌ· Ì ÙË Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘; TÔ ÂÚÒÙËÌ· Ú¤ÂÈ Ó· Â›Ó·È «¶Ò˜ ı· Û˘ÌÂÚÈÏ¿‚ˆ ·˘Ùfi ÙÔ ·È‰› Û ·˘Ù¿ Ô˘ οÓÔ˘Ì ̤۷ ÛÙËÓ Ù¿ÍË;» Î·È «Ù› ÌÔÚ› ·˘Ùfi ÙÔ ·È‰› Ó· ÚÔÛʤÚÂÈ Î·È ÛÙÔ˘˜ ˘fiÏÔÈÔ˘˜ ·fi ÂÌ¿˜»; ¢ÂÓ ‚Á¿˙Ô˘Ì ÔÙ¤ ÙÔÓ Â·˘Ùfi Ì·˜ ·fi ÙÔ Û‡ÓÔÏÔ Ù˘ Ì·ıËÛȷ΋˜ Ù¿Í˘ Î·È ‰È·‰Èηۛ·˜. EËÚ¿˙Ô˘ÌÂ Î·È ÂËÚ·˙fiÌ·ÛÙ fiˆ˜ fiÏÔÈ Î·È ·˘Ùfi ‰ÂÓ Ú¤ÂÈ Ó· ÙÔ Í¯ӿÌ fiÛÔ ÎÈ ·Ó ¤¯Ô˘Ì ÔÚÁ·ÓÒÛÂÈ ÙÔ Ì¿ıËÌ¿ Ì·˜ Ì ٤ÙÔÈÔ ÙÚfiÔ Ô˘ ÈÛÙ‡ԢÌ fiÙÈ ¤¯Ô˘Ì ÙÔÓ ·fiÏ˘ÙÔ ¤ÏÂÁ¯Ô ÙˆÓ ¿ÓÙˆÓ. A˘Ù¿ Ô˘ ÔÈ Ì·ıËÙ¤˜ Ì·ı·›ÓÔ˘Ó ·fi ÌfiÓÔÈ ÙÔ˘˜ ηıÔÚ›˙Ô˘Ó ÙÔÓ ¯·Ú·ÎÙ‹Ú· ÙÔ˘˜ Ôχ ÂÚÈÛÛfiÙÂÚÔ ·fi ·˘Ù¿ Ô˘ ÙÔ˘˜ Ì·ı·›ÓÔ˘Ì ÂÌ›˜ Î·È ÔÈ ¿ÏÏÔÈ. °È’ ·˘Ùfi Î·È Ë ·ÙÌfiÛÊ·ÈÚ· ̤۷ ÛÙËÓ Ù¿ÍË ÔÊ›ÏÔ˘Ì ӷ Â›Ó·È ˘ÔÛÙËÚÈÎÙÈ΋ Ù˘ Ì¿ıËÛ˘ Î·È ÙˆÓ ÂÓ·ÏÏ·ÎÙÈÎÒÓ ÌÂıfi‰ˆÓ Ù˘. TÔ ·È‰› Ú¤ÂÈ Ó· Ì¿ıÂÈ Ó· „¿¯ÓÂÈ, Ó· ·ÓÔ›ÁÂÈ ÂÚÈÛÛfiÙÂÚ· ÙÔ˘ ÂÓfi˜ ‚È‚Ï›·, Ó· ¯ÚËÛÈÌÔÔÈ› Ù· ‚È‚Ï›· Î·È Ó· ÚˆÙ¿ ÙÔ˘˜ Á‡Úˆ ÙÔ˘, Ó· ·ÌÊÈÛ‚ËÙ› ·˘Ù¿ Ô˘ ·ÎÔ‡ÂÈ Î·È Ó· Ù· ÂȂ‚·ÈÒÓÂÈ Ì¤Ûˆ ¿ÏÏˆÓ ËÁÒÓ. XˆÚ›˜ ·˘Ùfi Ó· ÛËÌ·›ÓÂÈ fiÙÈ ÂÂȉ‹ οÙÈ Â›Ó·È Î·ÈÓÔ‡ÚÈÔ ‰ÂÓ ÛËÌ·›ÓÂÈ fiÙÈ ÙÔ ·ÏÈfiÙÂÚÔ Â›Ó·È Î·Îfi. TÈ ÂÓÓÔÔ‡ÌÂ;

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A¶PI§IO™ 2009 TÔÓ ÙÂÏÂ˘Ù·›Ô ηÈÚfi Ôχ Û˘˙‹ÙËÛË Á›ÓÂÙ·È Û¯ÂÙÈο Ì ÙȘ Ӥ˜ ÌÂıfi‰Ô˘˜ ‰È‰·Ûηϛ·˜. ¶Ôχ ˆÚ·›· Â›Ó·È fiÏ· ·˘Ù¿ Î·È ¯Ú‹ÛÈÌ· ÂÊfiÛÔÓ Í¤ÚÔ˘Ì Ò˜ Ó· ÂÈÚ·Ì·ÙÈÛÙÔ‡ÌÂ Î·È Â›Ì·ÛÙ ¤ÙÔÈÌÔÈ Ó· ÙÔ Î¿ÓÔ˘ÌÂ Î·È ÂӉ¯Ô̤ӈ˜ Ó· ·ÔÙ‡¯Ô˘Ì ÛÙÔ Ù¤ÏÔ˜. H ÂÈÌÔÓ‹ Â›Ó·È ·ÚÂÙ‹ ÂÊfiÛÔÓ Â›Ì·ÛÙ Â›ÌÔÓÔÈ Û οÙÈ Ô˘ ˆÊÂÏ› ÙÔ˘˜ ÛÙfi¯Ô˘˜ Ì·˜. AÓÙ›ıÂÙ·, Ë ÂÈÌÔÓ‹ Ô˘ ÎÈÓÂ›Ù·È ÂÓ¿ÓÙÈ· ÛÙÔ˘˜ ÛÙfi¯Ô˘˜ Ì·˜ Â›Ó·È ·ÓÙÈ·Ú·ÁˆÁÈ΋. ¢ÂÓ Í¯ӿÌ ¤ÙÛÈ fiÙÈ ÔÈ ÎÏ·ÛÛÈÎÔ› ÙÚfiÔÈ ‰È‰·Ûηϛ·˜ ÌÔÚÔ‡Ó ¿ÓÙÔÙ ӷ ¤ÚıÔ˘Ó ÛÙÔ ÚÔÛ΋ÓÈÔ ÂÊfiÛÔÓ Â͢ËÚÂÙÔ‡Ó ÙÔ˘˜ ÛÎÔÔ‡˜ Ì·˜. H ÎÏ·ÛÛÈ΋ ·ÓÙÈÁÚ·Ê‹ Â›Ó·È ¤Ó· Ôχ ηÏfi ÂÚÁ·ÏÂ›Ô ÂÍ¿ÛÎËÛ˘ ÛÙËÓ ÔÚıÔÁÚ·Ê›· Î·È ÂÓÙÔÈÛÌÔ‡ οÔÈÔ˘ ÚÔ‚Ï‹Ì·ÙÔ˜ ‰˘ÛÏÂÍ›·˜. E›Û˘, ÙÔ ·È‰› Û˘ÓËı›˙ÂÈ ÛÙË ÛˆÛÙ‹ ÛÂÈÚ¿ ÙˆÓ Ï¤ÍÂˆÓ Î·È Ù· ‰È¿ÊÔÚ· ›‰Ë ÁÚ·Ê‹˜. ¶·Ï·ÈfiÙÂÚ· ‰Â, Ì·ı·›Ó·Ì Î›ÌÂÓ· ·¤Íˆ (‰È·ÏfiÁÔ˘˜ Ô˘ ·›˙·Ì Ì ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ Ì·˜, ÂÚÈÏ‹„ÂȘ ΛÌÂÓˆÓ Î.Ï.). A˘Ùfi ϤÔÓ, Û ÔÏÏ¿ Û¯ÔÏ›· Í¤ÓˆÓ ÁψÛÛÒÓ ··ÁÔÚ‡ÂÙ·È ‰È· ÚÔ¿ÏÔ˘. K·È ηϿ οÓÂÈ ÂÊfiÛÔÓ Á›ÓÂÙ·È Î·Ù’ ÂÍ·ÎÔÏÔ‡ıËÛË Î·È Ì fiÏˆÓ ÙˆÓ ÂȉÒÓ ÙÔ˘˜ Ì·ıËÙ¤˜. E›Ó·È ηϋ ÂÍ¿ÛÎËÛË, fï˜, ÁÈ· fiÛÔ˘˜ ¤¯Ô˘Ó Úfi‚ÏËÌ· Û‡ÓÙ·Í˘ ÚÔÙ¿ÛˆÓ, ÁÈ· Â·Ó¿ÏË„Ë ÎÏÈÛ¤ ÂÎÊÚ¿ÛÂˆÓ ÂÈÎÔÈÓˆÓ›·˜ Î·È ÁÈ· Ì·ıËÙ¤˜ ˘„ËÏÔ‡ ÂÈ¤‰Ô˘ ÚÔÎÂÈ̤ÓÔ˘ Ó· ‚ÂÏÙÈÒÛÔ˘Ó ÙȘ ÈηÓfiÙËÙ¤˜ ÙÔ˘˜ ·ÎfiÌ· Î·È ÛÙËÓ ·ÎÔ˘ÛÙÈ΋ ‰ÂÍÈfiÙËÙ· ÂÊfiÛÔÓ Û˘Ó‰˘·ÛÙ› Ì ·ÔÙ‡ˆÛË ÙˆÓ ÏÂÁÔÌ¤ÓˆÓ Û ¿ÛÎËÛË. Afi ÙËÓ ¿ÏÏË, ÌËÓ ÂÚÈ̤ÓÔ˘Ì ÙËÓ ¤ÌÓ¢ÛË ÁÈ· Ó· οÓÔ˘Ì οÙÈ, Ó· ‰ÔÎÈÌ¿ÛÔ˘Ì οÙÈ Â›Ù ӤÔ, ›Ù ·ÏÈfi ̤۷ ÛÙË Û˘ÁÎÂÎÚÈ̤ÓË Ù¿ÍË Ì·˜. A˜ ÙÔ Î¿ÓÔ˘Ì ·˘Ùfi ÙÔ Î¿ÙÈ Î·È Ë ¤ÌÓ¢ÛË ÌÔÚ› Ó· ¤ÚıÂÈ. A˜ ÌËÓ Î¿ÓÔ˘Ì ٛÔÙ· Î·È Ì¿ÏÏÔÓ ‰ÂÓ ı· ¤ÚıÂÈ ÔÙ¤. O ÛÎÔfi˜ ·˘ÙÔ‡ ÙÔ˘ οÙÈ Ú¤ÂÈ Ó· Â›Ó·È Ë ·ÏÏ·Á‹Ø ·ÏÏ·Á‹ ÛÙË Ì·ıËÛȷ΋ ÈηÓfiÙËÙ·, ·ÏÏ·Á‹ ÛÙËÓ ÚfiÛÏË„Ë ÂÓÓÔÈÒÓ, ·ÏÏ·Á‹ ÛÙË Û˘ÌÂÚÈÊÔÚ¿, ·ÏÏ·Á‹ ÛÙÔ Ò˜ ·ÓÙÈÏ·Ì‚¿ÓÔÌ·È ÙË ÁÏÒÛÛ·, ·ÏÏ·Á‹ ÛÙÔ Ò˜ ÚÔÛ·ÚÌfi˙ÔÌ·È ÛÙË Ì¿ıËÛË, ·ÏÏ·Á‹ ÛÙȘ ÚÔÙÂÚ·ÈfiÙËÙ˜ Î·È ·ÏÏ·Á‹ ÛËÌ·›ÓÂÈ Ó· ÛËÌÂÈÒÓÔ˘Ì ÙȘ ÌÈÎÚ¤˜ ÚÔfi‰Ô˘˜ Ô˘ οÓÔ˘Ó ÔÈ Ì·ıËÙ¤˜ Ì·˜ Î·È Ó· ¯Ù›˙Ô˘Ì ¿Óˆ Û ·˘Ù¤˜. ¶ÚÔÛÔ¯‹, Ù›ÔÙ· ‰ÂÓ ÈÛ¯‡ÂÈ Î·ıÔÏÈο. K¿ı ̷ıËÙ‹˜ ÛËÌÂÈÒÓÂÈ ÙȘ ‰ÈΤ˜ ÙÔ˘ ‚ÂÏÙÈÒÛÂȘ Î·È ÂΛ Ú¤ÂÈ Ó· ›̷ÛÙ Û ı¤ÛË Ó· ÙȘ ·Ó·ÁÓˆÚ›ÛÔ˘ÌÂ Î·È ÂÌ›˜ (fiÙ·Ó ‰ÈÔÚıÒÓÔ˘Ì ¤ÎıÂÛË Î·È ·ÊÔ‡ ÂÍÔÈÎÂȈıÔ‡Ó ÔÈ Ì·ıËÙ¤˜ Ì·˜ Ì ¤Ó· Û‡ÓÔÏÔ Û˘Ì‚fiÏˆÓ ÂӉ¯Ô̤ӈ˜ Û ‚·ıÌfi Ô˘ ·˘ÙfiÌ·Ù· Ó· ·Ó·ÁÓˆÚ›˙Ô˘Ó ÙÔ Ï¿ıÔ˜ ‹ ÙËÓ ·‰˘Ó·Ì›· Ô˘ Â¤‰ÂÈÍ·Ó ÛÙÔ ÁÚ·Ùfi ÙÔ˘˜, ÚÔ¯ˆÚ¿Ì Ì ۇÓÂÛË ÛÙËÓ ÂÍ·ÙÔÌÈÎÂ˘Ì¤ÓË ‰ÈfiÚıˆÛË Ì ۯfiÏÈ· Ô˘ ¤¯Ô˘Ó Ó· οÓÔ˘Ó Ì ÙÔÓ Û˘ÁÎÂÎÚÈ̤ÓÔ Ì·ıËÙ‹ ÂÓÒ ¤Ú· ·fi ÙȘ ·‰˘Ó·Ì›Â˜ ÙÔÓ›˙Ô˘ÌÂ Î·È Ù· ηϿ ÙÔ˘˜ ÛÙÔȯ›·). AÓ ÛÙËÓ ·Ú¯‹ οÙÈ ‰ÂÓ ÂÙ˘¯·›ÓÂÈ, ·˜ Í·Ó·‰ÔÎÈÌ¿ÛÔ˘ÌÂ. AÓ Î·È ¿ÏÈ ‰ÂÓ ÂÙ‡¯Ô˘Ì ·˘Ùfi Ô˘ ¤¯Ô˘Ì ηٿ ÓÔ˘ ÛÎÂÊÙfiÌ·ÛÙ ÙËÓ Èı·ÓfiÙËÙ· ·˘Ùfi Ô˘ ‰ÔÎÈÌ¿˙Ô˘Ì ӷ ÌËÓ Â›Ó·È ÙÔ ÛˆÛÙfi. ¢ÂÓ ÂÍ·ÓÙÏԇ̠ÙȘ ‰˘Ó·ÙfiÙËÙ¤˜ Ì·˜ ˆ˜ ‰¿ÛηÏÔÈ Û ¤Ó· ˆÚÈ·›Ô Ì¿ıËÌ·. ¢ÂÓ Â·Ó··˘fiÌ·ÛÙ fiÙÈ ‰ÔÎÈÌ¿Û·Ì ٷ ¿ÓÙ·. A˘Ùfi ‰ÂÓ Û˘Ì‚·›ÓÂÈ ÔÙ¤. ¶ÂÈı·Ú¯›· ÛËÌ·›ÓÂÈ, ÂÍ¿ÏÏÔ˘, Ó· οÓÔ˘Ì οÙÈ Ô˘ ‰ÂÓ ı¤ÏÔ˘Ì ÁÈ· Ó· ÂÙ‡¯Ô˘Ì οÙÈ Ô˘ ı¤ÏÔ˘ÌÂ. MËÓ ÎÔÏÏ¿Ì ٷÌ¤Ï˜. OÈ ÂÚÈÛÛfiÙÂÚÔÈ Ù›ÓÔ˘Ó Ó· ·ÓÙ·ÔÎÚÈıÔ‡Ó. ŸÙ·Ó ·ÔηÏԇ̠¤Ó·Ó Ì·ıËÙ‹ Ì ¤Ó· Û˘ÁÎÂÎÚÈ̤ÓÔ Â›ıÂÙÔ ‹ ·ÎfiÌ· ÎÈ fiÙ·Ó ÛÎÂÊÙfiÌ·ÛÙ ·Ó¿ÏÔÁ· ÁÈ· ·˘ÙfiÓ ‹ ·˘Ù‹Ó ÙfiÙ οı ÊÔÚ¿ Ô˘ ÙÔÓ ÂÍÂÙ¿˙Ô˘ÌÂ, οı ÊÔÚ¿ Ô˘ ÂÈÎÔÈÓˆÓԇ̷̠˙› ÙÔ˘/Ù˘ ¤¯Ô˘Ì ‹‰Ë ¿ÚÂÈ ÙËÓ ·fiÊ·Û‹ Ì·˜. Ÿ,ÙÈ Î·È Ó· Ì·˜ ÂÈ Â›Ó·È ¯·Ì¤ÓÔ, fiÔÈ· ÚÔÛ¿ıÂÈ· ÎÈ ·Ó ηٷ‚¿ÏÂÈ ÙËÓ ¤¯Ô˘Ì ÂÎÌˉÂÓ›ÛÂÈ ÂÎ ÙˆÓ ÚÔÙ¤ÚˆÓ. H ˙ˆ‹, fï˜, Î·È ‰Ë Ë Ì·ıËÛȷ΋, ‰ÂÓ Â›Ó·È ¤ÙÛÈ. K¿ı ̤ڷ ¤¯Ô˘ÌÂ Î·È ÂÌ›˜ ·ÏÏ¿ Î·È ÔÈ Ì·ıËÙ¤˜ ÙËÓ Â˘Î·ÈÚ›· Ó· ·Ó·‰ËÌÈÔ˘ÚÁËıÔ‡ÌÂ, Ó· ·ÚÔ˘ÛÈ¿ÛÔ˘Ì ¤Ó·Ó Ó¤Ô Â·˘Ùfi, Ó· ·ԉ›ÍÔ˘Ì fiÙÈ ÌÔÚÔ‡ÌÂ, Ó· Ì¿ıÔ˘ÌÂ Î·È Ó· ÚÔÛ·ÚÌÔÛÙÔ‡ÌÂ, Ó· Â·Ó·ÛٷًÛÔ˘ÌÂ Î·È Ó· ·Ó·Ï¿‚Ô˘Ì ٷ ËÓ›· Ù˘ Ì¿ıËÛ‹˜ Ì·˜ Î·È Ù˘ ‰Ô˘ÏÂÈ¿˜ Ì·˜. K·È ·˘Ùfi ÈÛ¯‡ÂÈ Î·È ÁÈ· Ì·˜ ÙÔ˘˜ ‰·ÛοÏÔ˘˜. AÎÔ‡ÛÙ ÙÈ Ï¤Ó ÁÈ· Û·˜, Ì¿ıÂÙ ·fi ·˘Ùfi, ·ÏÏ¿ÍÙ ÙÔ ·Ó ÓÔÌ›˙ÂÙ fiÙÈ ·‰ÈΛÛÙ ÎÈ fiÙÈ ÌÔ-

Ú›Ù ηχÙÂÚ·. AÓ ı¤ÏÔ˘Ì ¤Ó·˜ Ì·ıËÙ‹˜ Ó· ·ÏÏ¿ÍÂÈ Û˘ÌÂÚÈÊÔÚ¿ ·¤Ó·ÓÙ› Ì·˜, ·˜ ·ÏÏ¿ÍÔ˘Ì ÚÒÙ· ÂÌ›˜ ÙË Û˘ÌÂÚÈÊÔÚ¿ Ì·˜ ·¤Ó·ÓÙ› ÙÔ˘. MËÓ ‚¿˙ÂÙ ٷÌ¤Ï· Ô‡Ù ÛÙÔÓ Â·˘Ùfi Û·˜. °È·Ù›, ¤ÙÛÈ ÎÈ ·ÏÏÈÒ˜, οı ÊÔÚ¿ Ô˘ ηÙËÁÔÚԇ̠ÙÔ˘˜ Ì·ıËÙ¤˜ ·˘Í¿ÓÔ˘Ì ÙȘ Èı·ÓfiÙËÙ˜ Û‡ÓÙÔÌ· Ó· ηÙËÁÔÚ‹ÛÔ˘Ì ÙÔÓ Â·˘Ùfi Ì·˜. OÈ Ì·ıËÙ¤˜ Ì·˜ ʤÚÔÓÙ·È Ì ÙÔÓ ÙÚfiÔ Ô˘ ›̷ÛÙ ÚÔÂÙÔÈÌ·Ṳ̂ÓÔÈ Ó· ·Ó¯Ùԇ̠·fi ·˘ÙÔ‡˜. ŸÙ·Ó ÚÔÛ·ıԇ̠ӷ ÂÈ‚ÏËıÔ‡ÌÂ Î·È Ó· οÓÔ˘Ì ÙÔ˘˜ ¿ÏÏÔ˘˜ Ó· Ì·˜ ¿ÚÔ˘Ó ÛÙ· ÛÔ‚·Ú¿ Ú¤ÂÈ Ó· ¤¯Ô˘Ì ÊÚÔÓÙ›ÛÂÈ ÚÒÙ· Ó· ¤¯Ô˘Ì ÂÍ·ÛÊ·Ï›ÛÂÈ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘˜. TÔ Ó· ÌÔÚԇ̠ӷ ÂÈ‚·ÏÏfiÌ·ÛÙÂ Â›Ó·È ÛËÌ·ÓÙÈÎfi. MË ÓÔÌ›˙Ô˘Ì fï˜ fiÙÈ fiÏÔÈ Û fiÛÔ˘˜ ı· ÂÈ‚·ÏÏfiÌ·ÛÙ ı· Ì·˜ ·ÎÔ‡Ó ÚÔÛÂÎÙÈο. AÓ ı¤ÏÔ˘Ì ӷ Ì·˜ ·ÎÔ‡ÛÔ˘Ó ÔÈ Ì·ıËÙ¤˜ Ì·˜ Ú¤ÂÈ Ó· ÙÔ˘˜ ·ÎÔ‡ÛÔ˘Ì ÂÌ›˜ ÚÒÙ·. K·Ï‡ÙÂÚ· Ó· ηÏÏÈÂÚÁ‹ÛÔ˘Ì ÙËÓ ÂÔ›ıËÛË fiÙÈ Ó·È ÌÂÓ Â›Ó·È Î·Ïfi Ó· ÌÔÚԇ̠ӷ ÂÈ‚ÏËıÔ‡ÌÂ, ·ÏÏ¿ ·˘Ùfi ‰ÂÓ ÌÔÚ› Ó· Û˘Ì‚·›ÓÂÈ ¿ÓÙ·. O‡Ù ÙÔ Ì¿ıËÌ· ÌÔÚ› ¿ÓÙÔÙ ӷ Â›Ó·È ÂӉȷʤÚÔÓ, Ô‡Ù ÔÈ Ì·ıËÙ¤˜ ÌÔÚÔ‡Ó ¿ÓÙ· Ó· ¤¯Ô˘Ó ‰È¿ıÂÛË ÁÈ· Ì¿ıËÛË ‹ ÔÈ ‰¿ÛηÏÔÈ ‰È¿ıÂÛË ÁÈ· ‰È‰·Ûηϛ·. AÏÏ¿ Ë ÛˆÛÙ‹ ÂÈÎÔÈÓˆÓ›· Î·È Ô Û‚·ÛÌfi˜ ÂÈÙÚ¤Ô˘Ó Î·È ¤¯Ô˘Ó ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ Û˘Óı‹Î˜ ·ÌÔÈ‚·›·˜ ηٷÓfiËÛ˘ Î·È ÛÙ‹ÚÈ͢. EÍ¿ÏÏÔ˘, ¿ÓÙ· ˘¿Ú¯ÂÈ ÒÚ· ÁÈ· ·È¯Ó›‰È, ÁÈ· ËÚÂÌ›·, ÁÈ· η˙Ô‡Ú·... A˜ ÙÔ ·ԉ¯ÙÔ‡ÌÂ, fiÛÔ ÈηÓÔ› Î·È Ó· ›̷ÛÙ ÛÙÔ Ó· ÂÈ‚·ÏÏfiÌ·ÛÙÂ Î·È Ó· ÎÂÚ‰›˙Ô˘Ì ÙËÓ ÚÔÛÔ¯‹ ÙˆÓ ¿ÏψÓ, ‰ÂÓ ı· Ù· ηٷʤÚÓÔ˘Ì ¿ÓÙ· Ó· ·›ÚÓÔ˘Ì ·˘Ùfi Ô˘ ı¤ÏÔ˘ÌÂ. AÓ ı¤ÏÔ˘Ì ÔÈ Ì·ıËÙ¤˜ Ó· Ì·˜ Û¤‚ÔÓÙ·È Ú¤ÂÈ Ó· ÙÔ˘˜ ‰Â›ÍÔ˘Ì Ì ÙË Û˘ÌÂÚÈÊÔÚ¿ Ì·˜ fiÙÈ ·Í›˙Ô˘Ì ÙÔÓ Û‚·ÛÌfi ÙÔ˘˜. ¢ÂÓ ÌÔÚԇ̠ӷ ‚¿ÏÔ˘Ì ̤۷ ÛÙÔ ÎÂÊ¿ÏÈ ÙˆÓ Ì·ıËÙÒÓ Ì·˜ ·˘Ù¿ Ô˘ ÓÔÌ›˙Ô˘Ì fiÙÈ ¯ÚÂÈ¿˙ÔÓÙ·È, ÌÔÚÔ‡ÌÂ, fï˜, Ó· ÙÔ˘˜ ‚ÔËı‹ÛÔ˘Ì ӷ Ì¿ıÔ˘Ó ÛÙËÚ›˙ÔÓÙ¿˜ ÙÔ˘˜ Î·È Û‚fiÌÂÓÔÈ ÙËÓ ÚÔÛˆÈÎfiÙËÙ¿ ÙÔ˘˜. ¢ÂÓ ÌÔÚԇ̠ӷ ·ÏÏ¿ÍÔ˘Ì ÙÔ˘˜ Ì·ıËÙ¤˜. MÔÚÔ‡ÌÂ, fï˜, Ó· ÙÔ˘˜ ÂËÚ¿ÛÔ˘Ì ÒÛÙ ӷ ·ÏÏ¿ÍÔ˘Ó ·fi ÌfiÓÔÈ ÙÔ˘˜. °È· ·˘Ùfi Â›Ó·È Î·Ïfi Ó· ¤¯Ô˘Ì ηٿ ÓÔ˘ fiÙÈ ÔÈ Ì·ıËÙ¤˜ Û˘¯Ó¿ ÚÔÛ¤¯Ô˘Ó ÂÚÈÛÛfiÙÂÚÔ ÙË Û˘ÌÂÚÈÊÔÚ¿ Ì·˜ ·Ú¿ Ù· ¤ÚÁ· Ì·˜. AÓ ı¤ÏÔ˘Ì ӷ ‰È·ÈÛÙÒÛÔ˘Ì ÔÈÔÈ Ú·ÁÌ·ÙÈο ›̷ÛÙ ˆ˜ ‰¿ÛηÏÔÈ ·˜ ˙ËÙ‹ÛÔ˘Ì ÌÈ· ·ÍÈÔÏfiÁËÛË ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ Ì·˜, ·˜ ‚ÈÓÙÂÔÛÎÔ‹ÛÔ˘Ì ÙÔ Ì¿ıËÌ¿ Ì·˜, ·˜ ¤¯Ô˘Ì ٷ ·˘ÙÈ¿ Ì·˜ ·ÓÔȯٿ ÛÙȘ ÂÈÎÚ›ÛÂȘ. AÓ ı¤ÏÔ˘Ì ӷ ‰È·ÈÛÙÒÛÔ˘Ì ÔÈÔ˜ Ú·ÁÌ·ÙÈο Â›Ó·È ¤Ó·˜ Ì·ıËÙ‹˜, ·˜ ·Ú·ÙËÚ‹ÛÔ˘Ì ÙË Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ ÂÚÈÛÛfiÙÂÚÔ ·fi Ù· ÏfiÁÈ· ÙÔ˘.

K·È ÁÈ· KÈÓ¤˙Èη... ÛÙÔ˘ ºÏˆÚ¿!

TÔ Î·Ï‡ÙÂÚÔ Î·È ÔÈÎÔÓÔÌÈÎfiÙÂÚÔ KÈÓÂ˙ÔÂÏÏËÓÈÎfi ÏÂÍÈÎfi 918 ÛÂÏ.

New Practical Chinese Reader 1-5 ¶Ï‹Ú˘ ̤ıÔ‰Ô˜ Û ÂÎÏËÎÙÈ΋ ÙÈÌ‹

™Â fiÏ· Ù· ‚È‚ÏÈÔˆÏ›· ºÏˆÚ¿˜

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A¶PI§IO™ 2009

ºÔÚÔÏÔÁÈΤ˜ EÚÁ·ÙÈΤ˜ YÔ¯ÚÂÒÛÂȘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ AÚ›ÏÈÔ˜ 2009 ñ Afi 1/4 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ AºM) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ fiÛˆÓ Ù· ÂÈÛÔ‰‹Ì·Ù· ÚÔ¤Ú¯ÔÓÙ·È ·fi: A) °ÂˆÚÁÈÎfi ÂÈÛfi‰ËÌ· ‹ ÂÈÛfi‰ËÌ· ·fi ÂÎÌ›ÛıˆÛË ‹ ‰ˆÚÂ¿Ó ·Ú·¯ÒÚËÛË ÁˆÚÁÈ΋˜ Á˘. ñ Afi 1/4 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ AºM) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ O.E.-E.E.-KÔÈÓˆÓÈÒÓ ·ÛÙÈÎÔ‡ ‰Èη›Ô˘ ÁÈ· ÙË ¯Ú‹ÛË 1/1-31/12 ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜, Î·È Î·Ù·‚ÔÏ‹ Ù˘ 1˘ ‰fiÛ˘ (1/8) ‹ ÔÏfiÎÏËÚÔ˘ ÙÔ˘ ÔÛÔ‡ ÙÔ˘ ÊfiÚÔ˘. ñ Afi 16/4 ·Ú¯›˙ÂÈ Î·È Ì¤Û· Û 11 ÂÚÁ¿ÛÈ̘ Ë̤Ú˜ (·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô ÙÔ˘ AºM) ÔÏÔÎÏËÚÒÓÂÙ·È Ë ˘Ô‚ÔÏ‹ ÙˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ ·ÙÔÌÈÎÒÓ ÂȯÂÈÚ‹ÛÂˆÓ & ÂÏ¢ı¤ÚˆÓ Â·ÁÁÂÏÌ·ÙÈÒÓ Ì ‚È‚Ï›· ° ηÙËÁÔÚ›·˜ ÁÈ· ÙË ¯Ú‹ÛË 1/1-31/12 ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ ÛÙȘ 20/4 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. ηٿÛÙ·Û˘ ÛÙËÓ ÔÔ›· Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Ù· Û˘ÌʈÓËÙÈο Ô˘ ηٷÚÙ›ÛıËÎ·Ó ÙÔ ·Ì¤Ûˆ˜ ÚÔËÁÔ‡ÌÂÓÔ ËÌÂÚÔÏÔÁÈ·Îfi ÙÚ›ÌËÓÔ. ñ ™ÙȘ 20/4 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. Ù˘ ÂÚÈÔ‰È΋˜ ‰‹ÏˆÛ˘ º.¶.A. (¯ÚˆÛÙÈ΋˜-ÈÛÙˆÙÈ΋˜-ÌˉÂÓÈ΋˜) ˆ˜ ÂÍ‹˜: A. EȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· ° ηÙËÁÔÚ›·˜, ÁÈ· ÙÔÓ ÚÔËÁÔ‡ÌÂÓÔ Ì‹Ó·, Î·È Ô˘ ÙÔ A.º.M. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1&2 ̤¯ÚÈ 20/4 3&4 ̤¯ÚÈ 21/4 5&6 ̤¯ÚÈ 22/4 7&8 ̤¯ÚÈ 23/4 9&0 ̤¯ÚÈ 24/4 B. EȯÂÈÚ‹ÛÂȘ Ô˘ ÙËÚÔ‡Ó ‚È‚Ï›· A-B ηÙËÁÔÚ›·˜, ÁÈ· ÙÔ ÚÔËÁÔ‡ÌÂÓÔ ÙÚ›ÌËÓÔ, Î·È Ô˘ ÙÔ A.º.M. ÙÔ˘˜ Ï‹ÁÂÈ ÛÂ: 1&2 ̤¯ÚÈ 20/4 3&4 ̤¯ÚÈ 21/4 5&6 ̤¯ÚÈ 22/4 7&8 ̤¯ÚÈ 23/4 9&0 ̤¯ÚÈ 24/4 ñ M¤¯ÚÈ ÛÙȘ 26/4 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜ A.º.M. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶A (A,B) ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ¯ÚˆÛÙÈΤ˜. ñ M¤¯ÚÈ ÛÙȘ 30/4 ˘Ô‚¿ÏÏÔÓÙ·È ·ÓÂÍ·Úًو˜

A.º.M. ÔÈ ·Ú·¿Óˆ ‰ËÏÒÛÂȘ º¶A (A,B) ̤ۈ internet ÂÊfiÛÔÓ Â›Ó·È ÌˉÂÓÈΤ˜ ‹ ÈÛÙˆÙÈΤ˜ ñ M¤¯ÚÈ 30/4 Û‡ÓÙ·ÍË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ (ÈÛÔÏÔÁÈÛÌÔ‡ Î.Ï.) ÙˆÓ A.E. ÙˆÓ ÔÔ›ˆÓ Ë Ï‹ÍË Ù˘ ‰È·¯ÂÈÚÈÛÙÈ΋˜ ÙÔ˘˜ ÂÚÈfi‰Ô˘ Â›Ó·È 31.12. ÙÔ˘ ÚÔËÁÔ˘Ì¤ÓÔ˘ ¤ÙÔ˘˜. KATA§HKTIKE™ HMEPOMHNIE™ Y¶OBO§H™ A¶¢ IKA ¶EPIO¢øN IANOYAPIOY-MAPTIOY 1 & 2 ˆ˜ 11/4, 3 & 4 ˆ˜ 12/4, 5 & 6 ˆ˜ 13/4, 7 & 8 ˆ˜ 14/4, 9,10,20,& 30 ˆ˜ 15/4, 40,50,60,70,80,90,& 00 ˆ˜ 16/4 AÓÂÍ·Úًو˜ AME ̤¯ÚÈ 30/4 ̤ۈ ‰È·‰ÈÎÙ‡Ô˘ (Internet) ñ M¤¯ÚÈ ÛÙȘ 30/4 ηٷ‚ÔÏ‹ Ù˘ 7˘ ‰fiÛ˘ ·fi ÙËÓ ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ O.E-E.E ÎÏ Ì ‚È‚Ï›· °ã ηÙËÁÔÚ›·˜ Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ ÛÙȘ 30/4 ηٷ‚ÔÏ‹ Ù˘ 6˘ ‰fiÛ˘ ·fi ÙË ‰‹ÏˆÛË ÊfiÚÔ˘ ÂÈÛÔ‰‹Ì·ÙÔ˜ A.E-E.¶.E. Ô˘ ¤ÎÏÂÈÛ·Ó ‰È·¯Â›ÚÈÛË ÛÙȘ 30/6 ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ 30/4 ηٷ‚ÔÏ‹ ÛÙÔ IKA ÙˆÓ ÂÈÛÊÔÚÒÓ M·ÚÙ›Ô˘. ñ YÔÏÔÁÈÛÌfi˜ Î·È Î·Ù·‚ÔÏ‹-¯ÔÚ‹ÁËÛË ÛÙÔ˘˜ ÂÚÁ·˙Ô̤ÓÔ˘˜: A. ¢ÒÚÔ ¶¿Û¯· 1. ¶ÚÔÛı¤ÙÔ˘Ì ÙÔ˘˜ ÌÈÛıÔ‡˜ (ÌÈÎÙÔ‡˜) Ô˘ ‹ÚÂ Ô ÂÚÁ·˙fiÌÂÓÔ˜ ·fi 1/01 ̤¯ÚÈ 30/04 2. TÔ Û‡ÓÔÏÔ Ô˘ ı· ÚÔ·„ÂÈ ÙÔ ÔÏÏ·Ï·ÛÈ¿˙Ô˘Ì Ì ÙÔÓ Û˘ÓÙÂÏÂÛÙ‹ 0,125. 3. TÔ ÔÛfi Ô˘ ı· ‚ÚÂı› ·fi ÙÔÓ ·Ú·¿Óˆ ÔÏÏ·Ï·ÛÈ·ÛÌfi ÚÔÛ·˘Í¿ÓÂÙ·È Î·Ù¿ 0,04166 (·ÊÔÚ¿ ·Ó·ÏÔÁ›· ÂȉfiÌ·ÙÔ˜ ·‰Â›·˜) Î·È ‚Ú›ÛÎÔ˘Ì ÙÔ ‰ÒÚÔ ¶¿Û¯·. B. Õ‰ÂÈ· ÏËÊı›۷ & E›‰ÔÌ· ·‰Â›·˜ (·Ó·ÏÔÁ›· ÁÈ· ÙÔ ‰È¿ÛÙËÌ· ÂÚÁ·Û›·˜ 1/1-31/5 ‹ 15/6 ‹ ÙËÓ ËÌÂÚÔÌËÓ›· Ï‹Í˘ Ù˘ ۇ̂·Û˘) MÈ· ¢ÁÂÓÈ΋ ÚÔÛÊÔÚ¿ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Î·È ÙÔ˘ Û˘Ì‚Ô‡ÏÔ˘ Aı·Ó·Û›Ô˘ ¶··Ï˘Ì¤ÚË, Œ‚ÚÔ˘ 58, AÈÁ¿Ïˆ, TËÏ. 210-5912616

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COMICDOM CON ATHENS 2009 A SUPERHERO EVENT! “™ÙËÓ ÂÚÛÈÓ‹, ÙÚ›ÙË ‰ÈÔÚÁ¿ÓˆÛ‹ Ì·˜, ÂÚÈÛÛfiÙÂÚÔÈ ·fi 5.000 ÂÈÛΤÙ˜ ¤˙ËÛ·Ó ·fi ÎÔÓÙ¿, ÁÈ· ‰‡Ô Ë̤Ú˜, ÛÙÔ Comicdom Con Athens, ÙÔÓ Ì·ÁÈÎfi ÎfiÛÌÔ Ù˘ 9˘ T¤¯Ó˘!” H ÂÏÏËÓÈ΋ ÁÈÔÚÙ‹ ÙˆÓ comics Ô˘ Ô ‰È¿ÛËÌÔ˜ AÌÂÚÈηÓfi˜ ‰ËÌÈÔ˘ÚÁfi˜, Bill Tucci, ¯·Ú·ÎÙ‹ÚÈÛ ˆ˜ «ÙË ÌÂÁ·Ï‡ÙÂÚË “ÌÈÎÚ‹” ‰ÈÔÚÁ¿ÓˆÛË comics ÛÙÔÓ ÎfiÛÌÔ» ÂÈÛÙÚ¤ÊÂÈ ÁÈ· ٤ٷÚÙË Û˘Ó¯‹ ¯ÚÔÓÈ¿! 11 Î·È 12 AÚÈÏ›Ô˘. M·ÛÛ·Ï›·˜ 22. EÏÏËÓÔ·ÌÂÚÈηÓÈ΋ ŒÓˆÛË. H EÏÏËÓÔ·ÌÂÚÈηÓÈ΋ ŒÓˆÛË Î·È Ë Comicdom Press Û·˜ ÚÔÛηÏÔ‡Ó ÙÔ ™¿‚‚·ÙÔ 11 Î·È ÙËÓ K˘Úȷ΋ 12 AÚÈÏ›Ô˘ 2009, ÛÙÔ ÎÂÓÙÚÈÎfi ÎÙ›ÚÈÔ Ù˘ EÏÏËÓÔ·ÌÂÚÈηÓÈ΋˜ ŒÓˆÛ˘ (M·ÛÛ·Ï›·˜ 22, KÔψӿÎÈ), ÁÈ· ¤Ó· ·ÎfiÌË ‰È‹ÌÂÚÔ, ·ÊÈÂڈ̤ÓÔ ·ÔÎÏÂÈÛÙÈο ÛÙ· comics Î·È ÙË ‰ËÌÈÔ˘ÚÁ›· ÙÔ˘˜, Ì ÂÚÁ·ÛÙ‹ÚÈ· ÁÈ· ÙËÓ Ù¯ÓÈ΋ ÙÔ˘ ÛÂÓ·Ú›Ô˘ Î·È Ù˘ ÂÈÎÔÓÔÁÚ¿ÊËÛ˘, ÚÔ‚ÔϤ˜, ·ÚÔ˘ÛÈ¿ÛÂȘ Ó¤ˆÓ Ù›ÙÏˆÓ ·fi ÂÏÏËÓÈΤ˜ ÂΉÔÙÈΤ˜ comics, Ì·˙¿Ú ÂÏÏËÓÈÎÒÓ Î·Ù·ÛÙËÌ¿ÙˆÓ comics Î·È ÂΉÔÙÈÎÒÓ ÂÙ·ÈÚÈÒÓ, ηıÒ˜ Î·È Ù· Comicdom Awards, Ù· ÌÔÓ·‰Èο ‚Ú·‚›· comics ÁÈ· ÙÔ˘˜ ŒÏÏËÓ˜ ‰ËÌÈÔ˘ÚÁÔ‡˜. º¤ÙÔ˜ Ë ¤ÓÙ˘Ë Ô ÎÔ˘ÏÙÔ‡Ú·, ˘ÔÎÏ›ÓÂÙ·È ÛÙÔÓ Ôχ¯ÚˆÌÔ ÎfiÛÌÔ ÙˆÓ ˘ÂÚËÚˆÈÎÒÓ comics, Ì Úˆ-

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Talking, Teaching, Testing Reprinted by kind permission of TESOL Greece Michael Hoey* University of Liverpool Part B’

Secondly, in ordinary conversations speakers know how to begin and end their conversation. The second exchange in the above interaction is not a normal way of starting such talk: 1 (extract)

A: B:

I love Tina Turner Tina Turner?

No wonder speaker B sounds surprised at this unexpected start to a conversation! But the problems with this interaction run deeper. In ordinary talk the person who replies does not always do what the other person wants or expects, speakers may not stick to simple exchanges (virtually all of the above conversation is made up of simple question-answer pairs) and topics may get developed over a number of such exchanges. Furthermore, speakers may disrupt the talk – they may interrupt, overlap, go off at a tangent – because usually they have something to say! So talking in neat grammatical sentences, showing grammatical range, demonstrating grammatical accuracy and displaying an appropriate lexical resource, all of which the Brazilian students are on the way to doing, are not enough for a speaker to succeed in real-life conversation. The learner needs also to be able to take turns and (just as importantly) know how to avoid taking turns; s/he needs, too, to be able to maintain an appropriate level of fluency while saying what they want to say. Since these are necessary conversational skills for any speaker, it would appear to follow that we should teach and test these abilities. If we look more closely at the conversational skills that the Brazilian students above had yet to acquire, we will identify certain skills that native speakers all have and learners find it hard to acquire. These include recognizing when a turn is being offered and taking a turn when it is not explicitly offered, avoiding silence between turns, keeping the speaker speaking (a very valuable skill for a learner) and understanding

the implication of little clues in the other person’s response (as well as knowing how to use them in one’s own response). About each of these skills there has been much discovered, some of it known for decades, yet it remains unclear that this knowledge has had much impact upon even the most communicative of teaching.

3. Turn offering and taking Sacks et al (1974/1978) note that native speakers may ensure that hearers know that it is their turn by using markers of explicit control, that is by selecting who speaks and/or the kind of response. This much the Brazilian students can do. They routinely specify the kind of response that is required – almost always an answer to a question – and on one occasion one of them specifies who should speak next: 1 (extract)

B:

Uh, Elian

Clearly, there is more to turn-taking than this. In addition to indicating who should speak next and how they should respond, native speakers have a number of signals that they use, consciously or subconsciously, to ensure that their hearers know that it is now an appropriate moment for them to take a turn. These, again, have for the most part been known for many years (Duncan, 1974; Duncan & Niederehe, 1974, Duncan & Fiske, 1977), and include the use of tag questions (e.g. isn’t it?; doesn’t he?) and of empty sociocentric phrases (e.g. you know;, and things) after potential completion points, a drop in the pitch and/or the loudness of the speaker’s voice, the arrival at a point of grammatical completeness, a lengthening of the speaker’s syllables (i.e. a drawl) and, if the speaker has been gesticulating, stopping the gesticulation. Knowledge of these features is inherent to being a good conversationalist, but do we teach these features? The answer would seem to be only rarely. Do we test these features? The answer is definitely not. A corresponding and related set of skills that all successful conversationalists have is the knowledge, in English,

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of the need to avoid silence between turns. This means that they know when it is their turn to speak and how to get and keep a turn. Obviously one of the strategies they use is to listen for all the exit signals being given by the speaker as described above. But in addition they listen for potential completion points in an utterance and for problems in the speaker’s attempt to construct an utterance (e.g. hesitation, pausing, stuttering). Given either the presence of clues from the speaker that s/he is ready to stop speaking or indications that the speaker is finding it difficult constructing what s/he wants to say, they characteristically leap in quickly before the first speaker can continue and before another hearer (if there is one) leaps in first. To ensure that what they want to say is not misheard and to establish their presence as speakers, they may overlap the start of their turn with any tag questions, sociocentric phrases and terms of address that the previous speaker was using. For the same reason (though as we shall see, there are other more powerful reasons as well), they may start with (almost) empty phrases, e.g. well, right, oh, which are not information-rich in the event of there being a slight overlap between the two speakers. When they start speaking, they may also turn their head away slightly to break eye contact, which shows that it is a true turn and not just an attention marker (known as back-channelling). With the same intent, they may start gesticulating. Just as no longer gesticulating signals willingness to end a turn, so starting to gesticulate signals that you have indeed begun a turn. Once again, if we ask whether such features are ever mentioned in the language classroom, the answer must be ‘rarely’. And of course, if we ask whether they are a factor in any language test, the answer is straightforwardly negative. The oral test situations described in section X would not give rise to the need for such conversational skills.

4. Keeping the speaker speaking At some time or other, all learners need a little time to plan what they want to say, or else they are not confident that they understand fully what the other person is trying to say and would welcome a little more time to allow themselves to ‘tune in’, or else they simply have nothing (yet) to say. For this reason, knowing how to keep the other person talking is a valuable skill and one that I would have welcomed having been taught in the languages I attempt to speak. There are six strategies that may be employed to keep

the speaker talking. These are: 1. sounds such as m-hm, yeah, right, uhuh, mm 2. nods of the head 3. completing a speaker’s sentence 4. briefly restating what the speaker has just said for him/her 5. requesting clarification 6. expressions of disbelief (adapted & amplified from Duncan & Fiske, 1977) The first of the strategies listed above is perhaps the most common and can be seen in operation in the following extract from a conversation among friends about working out at a gym: 2.

A:

B:

well I don’t know I must say a few years ago I would I would have agreed with you I was I was so desperately busy I didn’t really have time for any of this nonsense and I didn’t really believe in it (B: m-hm) but now that I have set aside an hour on a Friday night with a group I feel ten times better I could do (B: m-hm) ten times (B: m-hm) the work I used to do you really though

Each of speaker B’s interventions has the effect of giving the speaker reassurance that he is being attended to and thereby encouraging him to continue. (Here and in all subsequent examples, except where explicitly noted, the examples are authentic. I have noted the source where known; most examples come from data collected by my students.) Each of the items in the list – mm, yeah, right etc – have their own slightly different functions (Schegloff, 1982; Tottie, 1991; Gardner, 1998; Hoey, 2001). For example, mm has the following uses. To begin with, it is used to show the other person that you are attending to what s/he is saying. It does not have the effect of interrupting the other person and usually doesn’t stop the other person talking, e.g. 3.

A: B: A:

I mean I feel so passionate that we should keep going but mm I also feel just that I am able to contribute next to nothing in terms of time

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A¶PI§IO™ 2009

The above example could have been transcribed in the same way as example 1 as a single block. It is the briefest of turns. In the following case, it is clearer that it is a true turn, being used however to pass the speaking turn back to the other speaker. It shows that the listener is willing to fulfil her speaking responsibilities but leaves the other person to do the talking: 4.

A: B: A:

They did that in summer, didn’t they? mm Mind you, that was when they were doing all the roadworks

It is instructive to compare the effect of using yes in place of mm. 4a (adapted)

A: B: A:

They did that in summer, didn’t they? yes Mind you, that was when they were doing all the roadworks

In this version the likelihood of B being expected to add to what she is saying is increased, and this would be still more true if they did were used in place of mm.

Nodding (the second strategy on my list) serves a similar function to mm and stands for a whole range of non-verbal equivalents of mm and oh, which include attentive eye contact and sideways movements of the head as well, of course, as nodding itself. The use of mm, yeah etc and nodding have often been characterised in terms of ‘backchannelling’ – channelling a message of attention or appreciation back to the speaker, without breaking into his or her turn – and backchannelling has been treated in the literature as a quite different kind of phenomenon. But this misses the point that both minimal utterances and nodding are in fact brief turns in which listeners acknowledge the information that they have just received, in much the same way that listeners accept an offer or answer a question. The difference between an acknowledging turn and an accepting or answering turn, however, and the reason their major function has been missed, is that while acceptances and answers come after offers and questions, acknowledgements are often simultaneous with the information they acknowledge, typically occurring during the first speaker’s turn rather than at the end – which is why of course they work well as a way of deferring transfer of the turn.

The next two strategies on my list are more conventional in being used at the end of the previous speaker’s turn, but they are parasitical upon the syntax and intonation B: of the previous utterance. A: An example of sentence completion as a device for returning the turn to the previous speaker is the following, from data of students talking about a student ¶ÔÈÔ˜ ÎÚ‡‚ÂÙ·È «¶›Ûˆ ·fi ÙȘ ϤÍÂȘ»; society, collected by Martin Warren: ¢Â›Ù ÙÒÚ· ÙÔ˘˜ ·Á·Ë̤ÓÔ˘˜ Û·˜ ÏÔÁÔÙ¤¯Ó˜ ˙ˆÓÙ·Ó¿

4b (adapted)

A:

They did that in summer, didn’t they? They did. Mind you, that was when they were doing all the roadworks

5. G: ñ AÏ΢fiÓË ¶··‰¿ÎË AÓ ‹Ù·Ó fiÏ· ·ÏÏÈÒ˜ ñ KÒÛÙ·˜ K·Ú·Î¿Û˘ O BÈÔÏÔÓ›ÛÙ·˜ ñ M·Ú›Ó· ¶ÂÙÚÔÔ‡ÏÔ˘ H ÙÂÏÂ˘Ù·›· ϤÍË ñ ¶·Û¯·Ï›· TÚ·˘ÏÔ‡ ŒÛÙˆ ÌÈ· ÊÔÚ¿ ñ M·Ú›· T˙ÈÚ›Ù· M¿ÙÈ· ÌÔ˘ ñ XÚ˘ÛË›‰· ¢ËÌÔ˘Ï›‰Ô˘ TÔ ÛÙ·˘‰ÚÔ‰ÚfiÌÈ ÙˆÓ „˘¯ÒÓ

N: G:

Things were more a sort of hi! you know imploring people to do things at please Yeah

N’s please overlaps with at and follows naturally on from G’s utterance – do things please. G acknowledges the rightness of N’s completion and then continues speaking.

AÔÎÏÂÈÛÙÈο ÛÙÔ Floras TV To be continued