Lingua Franca 18 Jul-aug 2008

K.E.M.¶.A£. 4687

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ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.


Convention and Southeastern European Networking Project .............................................................................2
IÛ·ÓÈο ÛÙ· Û¯ÔÏ›· .....................................................4
A tour to the amazing world of child developement ....6
æ˘¯ÔÁÚ¿ÊËÌ·................................................................15
La motivation en classe de langue: devoir ou jeu?.....13
New Word on the Block.................................................13 ¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘

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18

IOY§.-AY°. 2008

EK¢O™H: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E. KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó· AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488

English Speaking Board EÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜ ÛÙËÓ EÏÏ¿‰· ŒÓ·˜ ·Ô ÙÔ˘˜ ÌÂÁ·Ï‡ÙÂÚÔ˘˜ ÂÍÂÙ·ÛÙÈÎÔ‡˜ ÊÔÚ›˜ ÛÙËÓ MÂÁ¿ÏË BÚÂÙ·Ó›·, ÙÔ English Speaking Board (ESB), ı· ‰ÈÂÍ¿ÁÂÈ ϤÔÓ ÙȘ ÁÚ·Ù¤˜ ÙÔ˘ ÂÍÂÙ¿ÛÂȘ ÁψÛÛÔÌ¿ıÂÈ·˜ Î·È ÛÙËÓ ¯ÒÚ· Ì·˜. TÔ ESB, Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂ÓÔ ·Ô ÙÔ QCA ÛÙËÓ AÁÁÏ›·, ÌÂÙÚ¿ÂÈ ‹‰Ë 55 ˙ˆ‹˜ ·Ô ÙËÓ ›‰Ú˘Û‹ ÙÔ˘ ÙÔ 1953 Î·È ‰ÈÂÍ¿ÁÂÈ ÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ ÛÙËÓ E˘ÚÒË, ÙËÓ AÛ›· Î·È ÙËÓ BfiÚÂÈ· AÌÂÚÈ΋. ™ÙËÓ ¯ÒÚ· Ì·˜ ÙÔ ESB

ÏËÚo› fiϘ ÙȘ ÚԉȷÁڷʤ˜ ÙÔ˘ ÂÓ ÈÛ¯‡ ¶ÚÔ‰ÚÈÎÔ‡ ¢È·Ù¿ÁÌ·ÙÔ˜ Î·È ¤¯ÂÈ Î·Ù·ı¤ÛÂÈ Ï‹ÚË Ê¿ÎÂÏÔ ÛÙÔ A™E¶, ·Ó·Ì¤ÓÂÙ·È ‰Â Û‡ÓÙÔÌ· Ë Ï‹Ú˘ ·Ó·ÁÓÒÚÈÛË ÙˆÓ ÈÛÙÔÔÈËÙÈÎÒÓ ÁψÛÛÔÌ¿ıÂÈ·˜ Û fiÏ· Ù· Â›‰·. OÈ ÂÍÂÙ¿ÛÂȘ ÛÙ· Â›‰· B1, B2, C1 Î·È C2 ı· ‰ÈÂÍ·¯ıÔ‡Ó ÛÙȘ 20 Î·È 21 ¢ÂÎÂÌ‚Ú›Ô˘ ·Ô ÙÔÓ ¶·ÓÂÏÏ‹ÓÈÔ ™˘Ó‰ÂÛÌÔ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ

E¿ÚÎÂÈ· ¯ÔÚËÁ› ϤÔÓ ÙÔ C2 ÙÔ˘ UCLAN ◊‰Ë ·Ô ÙÔÓ M¿ÈÔ ÙÔ˘ 2008 ÔÈ Î¿ÙÔ¯ÔÈ ÈÛÙÔÔÈËÙÈÎÔ‡ C2 ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÙÔ˘ Central Lancashire ÌÔÚÔ‡Ó ϤÔÓ Ó· ηٷı¤ÙÔ˘Ó Ù· ‰ÈηÈÔÏÔÁËÙÈο ÙÔ˘˜ ÛÙÔ YÔ˘ÚÁÂ›Ô ¶·È‰Â›·˜ ÁÈ· Ó· ·ÔÎÙ‹ÛÔ˘Ó E¿ÚÎÂÈ· ÚÔÛfiÓÙˆÓ ‰ÈÛ·Ûηϛ·˜ Ù˘ AÁÁÏÈ΋˜ ÁÏÒÛÛ·˜. TÔ Y¶E¶£, ·Ó·ÁÓˆÚ›˙ÔÓÙ·˜ ÙÔ ÁÂÁÔÓfi˜ fiÙÈ ÙÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÙÔ˘ Central Lancashire Â›Ó·È ÈÛfiÙÈÌÔ Ì ٷ ÏÔÈ¿ ·ÓÂÈÛÙ‹ÌÈ· ÙˆÓ ÔÔ›ˆÓ Ù· ÈÛÙÔÔÈËÙÈο C2 AÚÈÛÙ˘ °ÓˆÛ˘ ˆ˜ Û‹ÌÂÚ· ¯ÔÚËÁÔ‡Û·Ó Â¿ÚÎÂÈ·, ÚÔ¤‚ÂÈ ÛÙËÓ Â¤ÎÙ·ÛË ÙÔ˘ ıÂÛÌÔ‡.

N¤Ô ÊÔÚÔÏÔÁÈÎfi ÓÔÌÔÛ¯¤‰ÈÔ K·Ù·ÚÁÂ›Ù·È ÙÔ ·ÊÔÚÔÏfiÁËÙÔ ÙˆÓ 10.000 K·Ù¿ ÙËÓ ÛÙÈÁÌ‹ Ù˘ ‰ËÌÔÛ›Â˘Û˘ ·˘ÙÔ‡ ÙÔ˘ ʇÏÏÔ˘, Û˘˙ËÙÂ›Ù·È ÛÙËÓ BÔ˘Ï‹ ÙÔ Ó¤Ô ÊÔÚÔÏÔÁÈÎfi ÓÔÌÔÛ¯¤‰ÈÔ ÙÔ ÔÔ›Ô ı· ÂËÚÚ¿ÛÂÈ fiϘ ÙȘ ·Ú·ÁˆÁÈΤ˜ Ù¿ÍÂȘ Ù˘ ¯ÒÚ·˜ Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ÙˆÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ. M ‚¿ÛË ÙȘ ÂÍ·ÁÁÂϛ˜ ÙÔ˘ ˘Ô˘ÚÁÔ‡ OÈÎÔÓÔÌ›·˜ Î·È OÈÎÔÓÔÌÈÎÒÓ, °ÈÒÚÁÔ˘ AÏÔÁÔÛÎÔ‡ÊË Î·Ù·ÚÁÂ›Ù·È ÙÔ ·ÊÔÚÔÏfiÁËÙÔ ÙˆÓ 10.000 Ô˘ ·ÔÏ¿Ì‚·Ó·Ó ÔÈ ÂȯÂÈÚË̷ٛ˜ Î·È Ù· ÂÈÛÔ‰‹Ì·Ù· ı· ÊÔÚÔÏÔÁÔ‡ÓÙ·È ϤÔÓ ·Ô ÙÔ ÚÒÙÔ Â˘ÚÒ ÌÂ Û˘ÓÙÂÏÂÛÙ‹ 10%. ™˘ÓÂÒ˜, ·˘ÙfiÌ·Ù· ı· ÂÈ‚·Ú‡ÓÔÓÙ·È fiÏÔÈ Ì 1000 ÊfiÚÔ ÂÙËÛ›ˆ˜, ·Ú¯‹˜ ÁÂÓÔ̤Ó˘ ·fi ÙȘ ÊÔÚÔÏÔÁÈΤ˜ ‰ËÏÒÛÂȘ ÙÔ˘ 2009. T· ηϿ Ó¤· Â›Ó·È ˆ˜ ÙÔ Ó¤Ô ÓÔÌÔÛ¯¤‰ÈÔ ı· ÚԂϤÂÈ ‰È·Î·ÓÔÓÈÛÌfi ÏËÍÈÚfiıÂÛÌˆÓ ÊÈÚÔÏÔÁÈÎÒÓ ¯ÚÂÒÓ Ì ¢ÓÔÈÎÔ‡˜ fiÚÔ˘˜, ÁÈ· ÙÔ˘˜ ÊÔÚÔÏÔÁÔ‡ÌÂÓÔ˘˜. OÈ ÏÂÙÔ̤ÚÂȘ —‰fiÛÂȘ, ÂÎÙÒÛÂȘ Î.Ï.— ı· ·Ó·ÎÔÈÓˆıÔ‡Ó Ì ÙËÓ „‹ÊÈÛË ÙÔ˘ ÓÔÌÔۯ‰›Ô˘. OÈ È‰ÈÔÎً٘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ÔÈ ÔÔ›ÔÈ ¤¯Ô˘Ó ÏËÍÈÚfiıÂÛ̘ ÊÔÚÔÏÔÁÈΤ˜ ˘Ô-


K·ÓfiÓ˜ Û˘ÌÂÚÈÊÔÚ¿˜ ηıËÌÂÚÈÓ‹˜ ÂÈÎÔÈÓˆÓ›·˜ Ì ¿ÙÔÌ· Ì ·Ó·ËÚ›· ..................................................14
Social Psychology and ELT-Framing............................15

¯ÚÂÒÛÂȘ, ηÏfi ı· ‹Ù·Ó Ó· ÚÔ‚Ô‡Ó Û ڇıÌÈÛË, ‰ÈfiÙÈ Û ·ÓÙ›ıÂÙË ÂÚ›ÙˆÛË ‰ÂÓ ‰ÈηÈÔ‡ÓÙ·È Ó· ÂÎ-

‰ › ‰Ô˘Ó ·ıÂÒÚËÙ˜ ·ԉ›ÍÂȘ ·ÚÔ¯‹˜ ˘ËÚÂÛÈÒÓ. M ÙÔ Ó¤Ô ÓÔÌÔÛ¯¤‰ÈÔ Â›Û˘ ı· ÚÔ·„ÂÈ Â˘¯¤ÚÂÈ· ÂÚ·›ˆÛ˘ ÙˆÓ ÌË ÂÚ·ÈÔÌ¤ÓˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ¯Ú‹ÛÂˆÓ ¤ˆ˜ 31/12/2006. T¤ÏÔ˜, Û˘˙ËÙÂ›Ù·È Î·È Ë ·‡ÍËÛË Ù˘ ÚÔηٷ‚ÔÏ‹˜ ÊfiÚÔ˘ ÁÈ· ÙȘ AE Î·È E¶E ·fi ÙÔ 65% (ÙÔ ÔÔ›Ô ‹‰Ë ÚfiÛÊ·Ù· ·˘Í‹ıËΠηٿ 10%) ÛÙÔ 80%.

M ‚¿ÛË ÙȘ ÈÛ¯‡Ô˘Û˜ ÚԉȷÁڷʤ˜, Â¿ÚÎÂÈ· ÌÔÚÔ‡Ó ϤÔÓ Ó· ·ÔÎÙ‹ÛÔ˘Ó fiÏ· Ù· ÈÛÙÔÔÈËÙÈο C2 ·ÔÎÏÂÈÛÙÈο ÎÚ·ÙÈÎÒÓ ·ÓÂÈÛÙËÌÈ·ÎÒÓ ÊÔÚ¤ˆÓ, ·Ó·ÁÓˆÚÈÛÌ¤ÓˆÓ ·Ô ÙÔ ¢EOTA¶ (ÚÒËÓ ¢IKAT™A), ÂÊ’ fiÛÔÓ ‚¤‚·È· ÏËÚÔ‡Ó ÙȘ ÚÔ˘Ôı¤ÛÂȘ Î·È Â›Ó·È Û‡Ìʈӷ Ì ÙÔ Common European Framework for Languages. OÈ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÙÔ˘ Central Lancashire ‰ÈÂÓÂÚÁÔ‡ÓÙ·È ·ÓÂÏÏ·‰Èο ·fi ÙÔÓ ¶·ÓÂÏÏ‹ÓÈÔ ™‡Ó‰ÂÛÌÔ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ.

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Convention and Southeastern European Networking Project

The 16th Annual convention of TESOL Macedonia-Thrace, Northern Greece wil be taking place on 11th-12th October 2008 at the Capsis Hotel, in Thessaloniki. This year’s theme will be Deconstructing and Reconstructing the Teacher and so far the following

plenary speakers have been confirmed: ñ Krysia Butwilowska, one of the most successful Headteachers in the City of Portsmouth. ñ Sarah Corcoran who is currently Customer Services Director for Cambridge ESOL responsible for, among other things, rolling out computer based testing capability across a world-wide network of examination centres. ñ Marialena Kalyva is a licensed Psychologist who has been in private practice since 2001 where she conducts family, couples and individual psychotherapy. ñ Colin Rose is a fellow of The Royal Society of Arts and a founder member of the UK Campaign for Learning. He is a member of the British Association for the Advancement of Science and a member of the Royal Society of Medicine. ñ Adrian Tennant writes a regular

column for IATEFL Voices – Viewpoints, as well as writing extensively for Macmillan and onestopenglish.com. South-Eastern Eurpean Networking Project In partnership with the British Council, Greece, along with the support of IATEFL, TESOL Macedonia-Thrace is initiating a project aimed at setting up a networking system between English Teachers’ Associations (TAs) within the wider South-Eastern European region. The principle objective of the project is to create a closer community of Teachers’ Associations in the area by enhancing existing links and establishing new ones. To this end TESOL Macedonia-Thrace are planning to start up a virtual communication platform utilising Moodle as an online collaboration tool which will be able to offer:

An ongoing and structured means of communication which can be developed by future TAs. An effective way of promoting joint events and activities. A teachers’ forum for the exchange of ideas, information and articles. A valuable resource and data base for the use of all TAs involved. Participant TAs in the SEETA project so far TESOL Macedonia-Thrace Northern Greece ELTA Albania-Turkey BETA Bulgaria-Hungary ELTAM Montenegro-Fyrom RATE Romania-Poland ELTA Serbia IATEFL Slovenia

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IÛ·ÓÈο ÛÙ· Û¯ÔÏ›· Afi ÙÔ Û¯ÔÏÈÎfi ¤ÙÔ˜ 20062007 ÏÂÈÙÔ˘ÚÁ› ÈÏÔÙÈÎfi ÚfiÁÚ·ÌÌ· ÂÈÛ·ÁˆÁ‹˜ Ù˘ IÛ·ÓÈ΋˜ ÁÏÒÛÛ·˜ ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· EÎ·›‰Â˘ÛË (·ÚÈı. 74672/°2 Y.A ºEK 1115 Ù.Bã/16-8-06), Û˘ÁÎÂÎÚÈ̤ӷ ÛÙ· ÂÍ‹˜ Û¯ÔÏ›·: 5Ô °˘ÌÓ¿ÛÈÔ AÈÁ¿Ïˆ, °˘ÌÓ¿ÛÈÔ ¢È·‚·ÙÒÓ, 5Ô °˘ÌÓ¿ÛÈÔ X·Ó›ˆÓ, 5Ô °˘ÌÓ¿ÛÈÔ §¿ÚÈÛ·˜, 3Ô °˘ÌÓ¿ÛÈÔ ¶·ÙÚÒÓ Î·È 1Ô °˘ÌÓ¿ÛÈÔ ¶·ÏÏ‹Ó˘. M ÙÔ Ó¤Ô ·Î·‰ËÌ·˚Îfi ¤ÙÔ˜, Ë ÈÛ·ÓÈ΋ ÁÏÒÛÛ· ı· ‰È‰¿ÛÎÂÙ·È ÈÏÔÙÈο Î·È ÛÙ· ·ÎfiÏÔ˘ı· Û¯ÔÏ›·: ¶ÂÈÚ·Ì·ÙÈÎfi °˘ÌÓ¿ÛÈÔ B·Ú‚·Î›Ԣ ™¯ÔÏ‹˜, ¶ÂÈÚ·Ì·ÙÈÎfi °˘ÌÓ¿ÛÈÔ AÓ·‚Ú‡ÙˆÓ, 3Æ °˘ÌÓ¿ÛÈÔ AÁ›·˜ ¶·Ú·Û΢‹˜, 1Æ °˘ÌÓ¿ÛÈÔ XÔÏ·ÚÁÔ‡, 3Æ °˘ÌÓ¿ÛÈÔ ¶ÂÙÚÔ‡ÔÏ˘, ¶ÂÈÚ·Ì·ÙÈÎfi °˘ÌÓ¿ÛÈÔ TÚ›ÔÏ˘ Î·È 2Æ °˘ÌÓ¿ÛÈÔ TÚ›ÔÏ˘. EÂȉ‹ ηٿ ÙÔ Û¯ÔÏÈÎfi ¤ÙÔ˜ 2008-2009 ÙÔ Y¶.E.¶.£. ÚÔÙ›ıÂÙ·È Ó· ·ÔÊ·Û›ÛÂÈ ÁÈ· ÙËÓ Ï‹ÚË ÂÈÛ·ÁˆÁ‹ Ù˘ IÛ·ÓÈ΋˜ ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· EÎ·›‰Â˘ÛË, fiÏÔÈ ÔÈ ™‡ÏÏÔÁÔÈ K·ıËÁËÙÒÓ IÛ·ÓÈ΋˜ (¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡ÏÏÔÁÔ˜ AÔÊÔ›ÙˆÓ IÛ·ÓÈ΋˜ °ÏÒÛÛ·˜ Î·È ¶ÔÏÈÙÈÛÌÔ‡ ÙÔ˘ EÏÏËÓÈÎÔ‡ AÓÔÈÎÙÔ‡ ¶·ÓÂÈÛÙËÌ›Ô˘ ¶A.™Y.A¶.I™¶. [email protected], ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡ÏÏÔÁÔ˜ ºÔÈÙËÙÒÓ IÛ·ÓÈ΋˜ °ÏÒÛÛ·˜ Î·È ¶ÔÏÈÙÈÛÌÔ‡ ÙÔ˘ E.A.¶. ¶ A . ™ Y . º O I . I ™ ¶ . [email protected], ¶·ÓÂÏÏ‹ÓÈÔ˜ ™‡ÏÏÔÁÔ˜ ¶Ù˘¯ÈÔ‡¯ˆÓ IÛ·ÓÈ΋˜ ºÈÏÔÏÔÁ›·˜ ¶A.™.¶.I.º. [email protected], ™‡ÏÏÔÁÔ˜ K·ıËÁËÙÒÓ IÛ·ÓÈ΋˜ °ÏÒÛÛ·˜ Î·È IÛ·ÓÈÛÙÒÓ ™.E.K.I. [email protected]) ÛÂ Û˘ÓÂÚÁ·Û›· Ì ÙÔ EÎ·È‰Â˘ÙÈÎfi TÌ‹Ì· Ù˘ ¶ÚÂۂ›·˜ Ù˘ I Û  · Ó › · ˜ ([email protected], ÙËÏ. 2109213123, Ê·Í 2109213090) Û˘ÌÚ¿ÙÙÔ˘Ó Ì ·ÚÈÔ ÛÎÔfi ÙË ‰È¿‰ÔÛË ÙˆÓ ÈÛ·ÓÈÎÒÓ ÁÚ·ÌÌ¿ÙˆÓ Î·ıÒ˜ Î·È ÙËÓ ÚÔÒıËÛË Ù˘ ÈÛ·ÓÈ΋˜ ÁÏÒÛÛ·˜ ÛÙȘ Û¯ÔÏÈΤ˜ ÌÔÓ¿‰Â˜. ™Ù· Ï·›ÛÈ· Ù˘ ·Ú¯‹˜ Ù˘ ÔÏ˘ÁψÛÛ›·˜ Î·È Ù˘ ÔÏÈÙÈÛÙÈ΋˜ ÔÈÎÈÏfiÙËÙ·˜ Ô˘ ÚÔˆıÂ›Ù·È ·fi ÙËÓ E˘Úˆ·˚΋ ŒÓˆÛË, Î·È ÂÈηÏÔ‡ÌÂÓÔÈ ÙË ı¤ÛË ÙÔ˘ YÔ˘ÚÁÔ‡ ¶·È‰Â›·˜ Î. E˘Ú˘›‰Ë ™Ù˘ÏÈ·Ó›‰Ë «ŒÏÏËÓ·˜ ¶ÔÏ›Ù˘ Ù˘ E˘ÚÒ˘ – ŒÏÏËÓ·˜ ¶ÔÏ›Ù˘ ÙÔ˘ KfiÛÌÔ˘», ¤¯ÂÈ ÍÂÎÈÓ‹ÛÂÈ ÂÓËÌÂÚˆÙÈ΋ ηÌ¿ÓÈ· ÚÔ˜ fiÏ· Ù· ™¯ÔÏ›· ¶ÚˆÙÔ‚¿ıÌÈ·˜ Î·È ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ EÎ·›‰Â˘Û˘ ÙˆÓ ·ÛÙÈÎÒÓ Î¤ÓÙÚˆÓ (4.246 Û¯Ô-

Ï›·). ™˘ÁÎÂÎÚÈ̤ӷ, ˙ËÙÂ›Ù·È ·fi ÙÔ˘˜ ÁÔÓ›˜ Ô˘ ÂӉȷʤÚÔÓÙ·È Ó· ‰È‰·¯ıÔ‡Ó Ù· ·È‰È¿ ÙÔ˘˜ ÙËÓ ÈÛ·ÓÈ΋ ÁÏÒÛÛ· Ó· ÙÔ ˙ËÙ‹ÛÔ˘Ó ÂÁÁڿʈ˜ ·fi Ù· Û¯ÔÏ›· Î·È Ó· οÓÔ˘Ó ÙÔ ·›ÙËÌ¿ ÙÔ˘˜ ÁÓˆÛÙfi Î·È ÛÙÔ Y¶.E.¶.£. (˘fi‰ÂÈÁÌ· Ù˘ ·›ÙËÛ˘ ·˘Ù‹˜ ÌÔÚ› Ó· ÛÙ·Ï› Û ÔÔÈ·‰‹ÔÙ ÂӉȷÊÂÚfiÌÂÓÔ ·fi ÙÔ˘˜ ·Ú·¿Óˆ ™˘ÏÏfi-

ÁÔ˘˜). E›Û˘, ˙ËÙÂ›Ù·È ·fi ÙÔ˘˜ ¢È¢ı˘ÓÙ¤˜ Ó· ÂÓËÌÂÚÒÛÔ˘Ó ÙfiÛÔ ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜ ÁÈ· ÙË ‰˘Ó·ÙfiÙËÙ· ÂÈÏÔÁ‹˜ Ù˘ ÈÛ·ÓÈ΋˜ ÁÏÒÛÛ·˜ fiÛÔ Î·È ÙÔ Y¶.E.¶.£. ÁÈ· ÙË ˙‹ÙËÛË Ô˘ Ù˘¯fiÓ ˘¿ÚÍÂÈ ÛÙ· Û¯ÔÏ›· ÙÔ˘˜. OÈ Î·ıËÁËÙ¤˜ ÙˆÓ ÈÛ·ÓÈÎÒÓ ˘ÔÛÙËÚ›˙Ô˘Ó fiÙÈ ˘¿Ú¯ÂÈ ÏËıÒÚ· ÏfiÁˆÓ ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜

Ù· ÈÛ·ÓÈο Ú¤ÂÈ Ó· ‰È‰¿ÛÎÔÓÙ·È ˆ˜ ÁÏÒÛÛ· ÂÈÏÔÁ‹˜: ñ ¶¤Ú·Ó ÙÔ˘ ÁÂÁÔÓfiÙÔ˜ fiÙÈ Â›Ó·È ÌÈ· ·fi ÙȘ Â›ÛË̘ ÁÏÒÛÛ˜ Ù˘ E˘Úˆ·˚΋˜ ŒÓˆÛ˘, Ë ÈÛ·ÓÈ΋ Â›Ó·È ÌÈ· ·fi ÙȘ ÈÔ ‰È·‰Â‰Ô̤Ó˜ ÁÏÒÛÛ˜ ‰ÈÂıÓÒ˜. E›Ó·È Ë Â›ÛËÌË ÁÏÒÛÛ· 21 ¯ˆÚÒÓ (IÛ·Ó›· Î·È ¯ÒÚ˜ §·ÙÈÓÈ΋˜ AÌÂÚÈ΋˜) Î·È Ë ‰Â‡ÙÂÚË Â›ÛËÌË ÁÏÒÛÛ· ÛÙË

¶ÔÏ˘ÁψÛÛ›·: ¶Ò˜ ÔÈ ÁÏÒÛÛ˜ ‚ÔËıÔ‡Ó ÙȘ ÂȯÂÈÚ‹ÛÂȘ TÔ ÂȯÂÈÚËÛÈ·Îfi ÊfiÚÔ˘Ì ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›·, ÙÔ ÔÔ›Ô Û˘ÁÎÚÔÙ‹ıËΠÙÔ 2007 ÁÈ· Ó· ‰ÈÂÚ¢ӋÛÂÈ ÙÔ˘˜ ÙÚfiÔ˘˜ Ì ÙÔ˘˜ ÔÔ›Ô˘˜ ÔÈ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ÌÔÚÔ‡Ó Ó· ·Û΋ÛÔ˘Ó Â›‰Ú·ÛË ÛÙÔ ÂÌfiÚÈÔ Î·È ÙËÓ ··Û¯fiÏËÛË ÛÙËÓ E˘Úˆ·˚΋ ŒÓˆÛË, ˘¤‚·Ï ÙËÓ ¤ÎıÂÛ‹ ÙÔ˘ ÛÙÔÓ E›ÙÚÔÔ Orban. H ¤ÎıÂÛË ·ÚÔ˘ÛÈ¿˙ÂÈ ÌÈ· Û·Ê‹ ÂÈÛÎfiËÛË ÙˆÓ Ì¤ÙÚˆÓ Ô˘ Ú¤ÂÈ Ó· ÏËÊıÔ‡Ó ÒÛÙ ӷ ·Ú·Û¯Âı› ÛÙ‹ÚÈÍË ÛÙȘ ÂȯÂÈÚ‹ÛÂȘ ÁÈ· ÙËÓ ÚfiÛ‚·Û‹ ÙÔ˘˜ ÛÙȘ Ӥ˜ ·ÁÔÚ¤˜ Î·È ÙȘ Ӥ˜ ÂȯÂÈÚËÛȷΤ˜ ¢ηÈڛ˜ ÛÙÔÓ ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ ÎfiÛÌÔ. B·Û›˙ÂÙ·È Û ÂÎı¤ÛÂȘ ÂÚ¢ÓÒÓ, ÂÚÈÙˆÛÈÔÏÔÁÈΤ˜ ÌÂϤÙ˜, Û˘ÓÂÓÙ‡ÍÂȘ Î·È ÛÙËÓ ÚÔÛˆÈ΋ ÂÌÂÈÚ›· ÙˆÓ ÌÂÏÒÓ ÙÔ˘ ÊfiÚÔ˘Ì, ˘fi ÙËÓ ÚÔ‰ڛ· ÙÔ˘ ˘ÔÎfiÌË Etienne Davignon, ‚¤ÏÁÔ˘ ˘Ô˘ÚÁÔ‡ EÈÎÚ·Ù›·˜ Î·È ÚÒËÓ ·ÓÙÈÚÔ¤‰ÚÔ˘ Ù˘ E˘Úˆ·˚΋˜ EÈÙÚÔ‹˜. O ·ÚÌfi‰ÈÔ˜ Â›ÙÚÔÔ˜ ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›· Leonard Orban ‰‹ÏˆÛ ۯÂÙÈο: «H ÂÓ ÏfiÁˆ ¤ÎıÂÛË ÙÔ˘ ÂȯÂÈÚËÛÈ·ÎÔ‡ ÊfiÚÔ˘Ì Û˘ÓËÁÔÚ› ˘¤Ú Ù˘ ÔÏ˘ÁψÛÛ›·˜ ÛÙȘ Â˘Úˆ·˚Τ˜ ÂȯÂÈÚ‹ÛÂȘ, ·Ô‰ÂÈÎÓ‡ÔÓÙ·˜ Ò˜ Ë ÁψÛÛÈ΋ ÔÈÎÈÏÔÌÔÚÊ›· Î·È Ë Â¤Ó‰˘ÛË ÛÙȘ ÁÏÒÛÛ˜ Î·È ÛÙȘ ‰È·ÔÏÈÙÈÛÌÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ÌÔÚÔ‡Ó Ó· ÌÂÙ·ÙÚ·Ô‡Ó Û Ú·ÁÌ·ÙÈÎfi ÚÔÙ¤ÚËÌ· ÁÈ· ÙËÓ Â˘ËÌÂÚ›· Î·È ÙÔ Î¤Ú‰Ô˜ fiψÓ. T· Û˘ÌÂÚ¿ÛÌ·Ù· Î·È ÔÈ Û˘ÛÙ¿ÛÂȘ Ù˘ ·ÔÙÂÏÔ‡Ó ¿ÚÈÛÙË Û˘Ì‚ÔÏ‹ ÛÙË Ó¤· ÛÙÚ·ÙËÁÈ΋ ·Ó·ÎÔ›ÓˆÛË ÁÈ· ÙËÓ ÔÏ˘ÁψÛÛ›·, ÙËÓ ÔÔ›· ÛÎÔ‡ˆ Ó· ·ÚÔ˘ÛÈ¿Ûˆ ʤÙÔ˜ ÙÔ ™Â٤̂ÚÈÔ. E›Û˘, ¢ı˘ÁÚ·ÌÌ›˙ÔÓÙ·È Û·ÊÒ˜ Ì ÙÔ˘˜ ÛÙfi¯Ô˘˜ Ô˘ ıÂÛ›˙ÔÓÙ·È ·fi ÙË ÛÙÚ·ÙËÁÈ΋ Ù˘ §ÈÛÛ·‚ÒÓ·˜ ÁÈ· ÌÂÁ·Ï‡ÙÂÚË ·Ó¿Ù˘ÍË Î·È ··Û¯fiÏËÛË.» O ·ÓÙÈÚfi‰ÚÔ˜ Gunter Verheugen, ·ÚÌfi‰ÈÔ˜ Â›ÙÚÔÔ˜ ÁÈ· ÙȘ ÂȯÂÈÚ‹ÛÂȘ Î·È ÙË ‚ÈÔÌ˯·Ó›·, ÂÈÎÚfiÙËÛ ÙËÓ ¤ÎıÂÛË Ì ÙËÓ ÂÍ‹˜ ‰‹ÏˆÛË: «H Â¤Ó‰˘ÛË Û ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ Î·È Ë ‰È·¯Â›ÚÈÛË Ù˘ ÔÈÎÈÏÔÌÔÚÊ›·˜ ı· ·Ô‰Âȯı› ˙ˆÙÈ΋ ÁÈ· ÙËÓ Â˘Úˆ·˚΋ ÎÔÈÓˆÓ›·, ÒÛÙ ·˘Ù‹ Ó· ·ÍÈÔÔÈ‹ÛÂÈ Ï‹Úˆ˜ ÙȘ ‰˘Ó·ÙfiÙËÙ˜ Ô˘ ÚÔÛʤÚÂÈ Ô ·ÁÎÔÛÌÈÔÔÈË̤ÓÔ˜ ÎfiÛÌÔ˜. OÈ ‰È¿ÊÔÚ˜ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ηıÈÛÙÔ‡Ó ‰˘Ó·Ù‹ ÙËÓ ÂÈÎÔÈÓˆÓ›·, ÙËÓ Î·Ù·ÓfiËÛË Î·È ÙËÓ Â‡ÚÂÛË Ó¤ˆÓ χÛˆÓ. E›Ó·È ϤÔÓ Î·ÈÚfi˜ Ë ÂÎ·›‰Â˘ÛË Î·È Ë Â·ÁÁÂÏÌ·ÙÈ΋ ηٿÚÙÈÛË Ó· Ï¿‚Ô˘Ó ˘fi„Ë ÙȘ ÂÓ ÏfiÁˆ ·Ó¿ÁΘ Î·È Ó· ÚÔÛʤÚÔ˘Ó Û fiÏÔ˘˜ ÌÈ· ¢Ú›· ÔÈÎÈÏ›· ‰ÂÍÈÔًوÓ. ™‹ÌÂÚ· ÂÚÈÛÛfiÙÂÚÔ ·Ú¿ ÔÙ¤ Ë ÎÔÈÓˆÓ›· Ì·˜ ¯ÚÂÈ¿˙ÂÙ·È ÙËÓ ÂÓÂÚÁfi ÚÔÒıËÛË ÙˆÓ ‰È·ÔÏÈÙÈÛÌÈÎÒÓ ·ÓÙ·ÏÏ·ÁÒÓ Î·È Ù˘ ‰È·Û˘ÓÔÚȷ΋˜ Û˘ÓÂÚÁ·Û›·˜.» T· ·ÎfiÏÔ˘ı· ·ÚÈ· ÛËÌ›· ÚÔ·ÙÔ˘Ó ·fi ÙËÓ ¤ÎıÂÛË ÙÔ˘ ÂȯÂÈÚËÛÈ·ÎÔ‡ ÊfiÚÔ˘Ì: 1. H E˘ÚÒË ‰È·ÙÚ¤¯ÂÈ ÙÔÓ Î›Ó‰˘ÓÔ Ù˘ ·Ò-

ÏÂÈ·˜ ·ÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·˜, ‰Â‰Ô̤ÓÔ˘ fiÙÈ ÔÈ ·Ó·‰˘fiÌÂÓ˜ ÔÈÎÔÓƠ̂˜ ΢ڛˆ˜ ÛÙËÓ AÛ›· Î·È ÛÙË §·ÙÈÓÈ΋ AÌÂÚÈ΋ ·ÔÎÙÔ‡Ó Ù·¯‡Ù·Ù· Ï‹ÚÂȘ ÁψÛÛÈΤ˜ ‰ÂÍÈfiÙËÙ˜ ·Ú¿ÏÏËÏ· Ì ¿ÏϘ ÈηÓfiÙËÙ˜ Ô˘ Â›Ó·È ··Ú·›ÙËÙ˜ ÁÈ· ÙÔÓ ÂÈÙ˘¯‹ ·ÓÙ·ÁˆÓÈÛÌfi. 2. H Â›ÛËÌË Î·È Ë ¿Ù˘Ë ÂÎÌ¿ıËÛË Ï·ÙÈÔ‡ Ê¿ÛÌ·ÙÔ˜ ÁψÛÛÒÓ Ú¤ÂÈ Ó· ÚÔˆıËıÔ‡Ó ‰Ú·ÛÙ‹ÚÈ· ÛÙ· ÎÚ¿ÙË Ì¤ÏË Ù˘ EE ‰Â‰Ô̤ÓÔ˘ fiÙÈ Ô ÂȯÂÈÚËÌ·ÙÈÎfi˜ ÎfiÛÌÔ˜ ¯ÚÂÈ¿˙ÂÙ·È ¤Ó· fiÏÔ Î·È ÈÔ ‰È·ÊÔÚÔÔÈË̤ÓÔ ÂÚÁ·ÙÈÎfi ‰˘Ó·ÌÈÎfi. H ÛËÌ·Û›· ÙˆÓ ÁψÛÛÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Â›Ó·È ˙ˆÙÈ΋, Â¿Ó ÙÔ ÌÂÏÏÔÓÙÈÎfi ÂÚÁ·ÙÈÎfi ‰˘Ó·ÌÈÎfi ÚfiÎÂÈÙ·È Ó· ıˆÚ› ÔÏfiÎÏËÚË ÙËÓ E˘ÚÒË ˆ˜ ¤‰Ú· ÙÔ˘. 3. OÈ ÁψÛÛÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ Ú¤ÂÈ Ó· ÂÈÎ˘ÚˆıÔ‡Ó ÛÙÔ ˘„ËÏfiÙÂÚÔ Â›Â‰Ô ‰È·¯Â›ÚÈÛ˘ ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ Û ÔÏfiÎÏËÚË ÙËÓ E˘ÚÒË, Ì ÙË ÌÔÚÊ‹, .¯., ÂÂÓ‰‡ÛÂˆÓ ÛÙË ÁψÛÛÈ΋ ηٿÚÙÈÛË, ··Û¯fiÏËÛ˘ ÙˆÓ ÔÌÈÏÔ‡ÓÙˆÓ ÙË ÁÏÒÛÛ· ˆ˜ ÌËÙÚÈ΋, ηıÒ˜ Î·È ÂÍ·ÛÊ¿ÏÈÛ˘ Ù˘ ηϋ˜ ÔχÁψÛÛ˘ ÂÈÎÔÈÓˆÓ›·˜ ̤ۈ ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘. 4. OÈ ÂȯÂÈÚ‹ÛÂȘ ¯ÚÂÈ¿˙ÔÓÙ·È ÛÙ‹ÚÈÍË ÛÙȘ ÚÔÛ¿ıÂȤ˜ ÙÔ˘˜ ÁÈ· ÙË ÛÙÚ·ÙËÁÈ΋ ¯Ú‹ÛË ÙˆÓ ÁψÛÛÒÓ, ȉ›ˆ˜ ̤ۈ ÙˆÓ ‹‰Ë ˘ÊÈÛÙ¿ÌÂÓˆÓ ‰ÈÎÙ‡ˆÓ Î·È ‰ÔÌÒÓ. O ÚfiÏÔ˜ ÙˆÓ ÂıÓÈÎÒÓ ÔÚÁ·ÓÒÛÂˆÓ ÚÔÒıËÛ˘ ÂÍ·ÁˆÁÒÓ, fiˆ˜ Ù· ÂÌÔÚÈο Û˘Ì‚Ô‡ÏÈ·, ıˆÚÂ›Ù·È Ô˘ÛÈ҉˘ ·fi ·˘Ù‹ ÙËÓ ¿Ô„Ë. 5. A·ÈÙÂ›Ù·È ÌÈ· Â˘Úˆ·˚΋ Ï·ÙÊfiÚÌ· ÁÈ· ÙË ‰È·Úıڈ̤ÓË ·ÓÙ·ÏÏ·Á‹ ÏËÚÔÊÔÚÈÒÓ Î·È ‚¤ÏÙÈÛÙˆÓ Ú·ÎÙÈÎÒÓ Ô˘ ·ÊÔÚÔ‡Ó ÙȘ ÁÏÒÛÛ˜ ÁÈ· ÙȘ ÂȯÂÈÚ‹ÛÂȘ. MÂٷ͇ ÙˆÓ ÂͯfiÓÙˆÓ ÂÎÚÔÛÒˆÓ ÙÔ˘ ÂȯÂÈÚËÌ·ÙÈÎÔ‡ ÙÔ̤· ÛÙÔ ÊfiÚÔ˘Ì ÂÚÈÏ·Ì‚¿ÓÔÓÙ·È: ñ Ô Winfried Albrink, ÂÈÎÂÊ·Ï‹˜ ÙÔ˘ ÙÌ‹Ì·ÙÔ˜ ηٿÚÙÈÛ˘, Henkel Group, ñ Ô Henning Dyremose, Úfi‰ÚÔ˜ ÙÔ˘ EÌÔÚÈÎÔ‡ ™˘Ì‚Ô˘Ï›Ô˘ Ù˘ ¢·Ó›·˜ Î·È ÚÒËÓ ‰È¢ı˘ÓÙ‹˜ Ù˘ TDC (Danish Telecom), ñ Ë Sabina Klimek, ‰È¢ı‡ÓÙÚÈ·, Deloitte Business Consulting, ñ Ô Peter Mathews, Úfi‰ÚÔ˜ Î·È ‰È¢ı‡ÓˆÓ Û‡Ì‚Ô˘ÏÔ˜, Black Country Metals Limited Î·È ñ Ë Caroline Jenner, ÁÂÓÈ΋ ‰È¢ı‡ÓÙÚÈ· ÙÔ˘ Junior Achievement Young Enterprise Europe, ÂÓfi˜ ‰ÈÎÙ‡Ô˘ ˘ÔÛÙ‹ÚÈ͢ ÁÈ· ÙÔ˘˜ Ó·ÚÔ‡˜ ÂȯÂÈÚË̷ٛ˜. H Ï‹Ú˘ ¤ÎıÂÛË Ì·˙› Ì ÙË Û‡ÓÔ„Ë ‰È·Ù›ıÂÙ·È ÛÙË ‰È‡ı˘ÓÛË: http://ec.europa.eu/education/languages/index _en.htm

BÚ·˙ÈÏ›· Î·È ÛÙȘ Hӈ̤Ó˜ ¶ÔÏÈÙ›˜ (fiÔ˘ ÙÔ ÔÛÔÛÙfi ÙˆÓ IÛ·ÓfiÊˆÓˆÓ ¤¯ÂÈ ÍÂÂÚ¿ÛÂÈ ÚÔ ÔÏÏÔ‡ ÙÔ 10%). E›Û˘, Ë EÏÏ¿‰· ¤¯ÂÈ ÔÏϤ˜ ÂÌÔÚÈΤ˜ Û˘Ó·ÏÏ·Á¤˜ Ì ÈÛ·ÓfiʈÓ˜ ¯ÒÚ˜, Ë ÏÂÈÔÓfiÙËÙ· ÙˆÓ ÔÔ›ˆÓ ‰ÂÓ ¤¯ÂÈ ÁÓÒÛË Ù˘ ·ÁÁÏÈ΋˜, Î·È ÁÈ· ÙÔ ÏfiÁÔ ·˘Ùfi Ë ÁÓÒÛË Ù˘ ÈÛ·ÓÈ΋˜ ı· ¯ÚËÛÈ̇ÛÂÈ Ù· ̤ÁÈÛÙ· Î·È ÛÙÔÓ ÂÌÔÚÈÎfi ÙÔ̤·. ñ H IÛ·ÓÈ΋ Â›Ó·È ÌÈ· ÁÏÒÛÛ· Ô˘ ÌÔÚÔ‡Ó Ó· Ì¿ıÔ˘Ó Â‡ÎÔÏ· ÔÈ ŒÏÏËÓ˜ ‰ÈfiÙÈ, ÙfiÛÔ Ë ÚÔÊÔÚ¿ fiÛÔ Î·È Ë ÁÚ·ÌÌ·ÙÈ΋ Ù˘, Â›Ó·È ÎÔÓÙ¿ ÛÙËÓ ÂÏÏËÓÈ΋ ÁÏÒÛÛ·. ¢È·ı¤ÙÂÈ ÏÔ‡ÛÈ· ÏÔÁÔÙ¯ÓÈ΋ Î·È ÌÔ˘ÛÈ΋ ·Ú¿‰ÔÛË, Ú¿ÁÌ· Ô˘ ÙËÓ Î·ıÈÛÙ¿ ÈÔ ÚÔÛÈÙ‹ ÛÙÔ˘˜ Ó¤Ô˘˜ Î·È ÌÔÚ› Ó· ÎÂÓÙÚ›ÛÂÈ ÙÔ ÂӉȷʤÚÔÓ ÙÔ˘˜. ñ ™ÙËÓ EÏÏ¿‰· Â›Ó·È ı·̷ÙÈ΋ Ë Û˘ÌÌÂÙÔ¯‹ ÛÙȘ ÂÍÂÙ¿ÛÂȘ ÙˆÓ ¢ÈÏˆÌ¿ÙˆÓ Ù˘ IÛ·ÓÈ΋˜ ˆ˜ ͤÓ˘ ÁÏÒÛÛ·˜. EÓ‰ÂÈÎÙÈο, ÛÙȘ ÂÍÂÙ¿ÛÂȘ DELE ÙÔ˘ M·˝Ô˘ 2008 Û˘ÌÌÂÙ›¯·Ó 5.134 ˘Ô„‹ÊÈÔÈ, ÁÂÁÔÓfi˜ Ô˘ ηٷٿÛÛÂÈ ÙËÓ EÏÏ¿‰· ÛÙË 1Ë ı¤ÛË Û˘ÌÌÂÙÔ¯‹˜ Û ·˘Ù¤˜ ·ÁÎÔÛÌ›ˆ˜. E›Û˘, Ë IÛ·ÓÈ΋ ÁÏÒÛÛ· ÂÓÙ¿ÛÛÂÙ·È ÛÙÔ KÚ·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi °ÏˆÛÛÔÌ¿ıÂÈ·˜ (Â›Â‰Ô B2) ·fi ÙÔ NԤ̂ÚÈÔ 2008. Afi Ù· ·Ú·¿Óˆ ÙÂÎÌ·›ÚÂÙ·È ÙÔ ·˘Í·ÓfiÌÂÓÔ ÂӉȷʤÚÔÓ ÁÈ· ·˘Ù‹ ÙË ÁÏÒÛÛ·. Y¿Ú¯Ô˘Ó ‹‰Ë ÙÚ›· ·ÓÂÈÛÙËÌȷο ÙÌ‹Ì·Ù· Ô˘ ‰È‰¿ÛÎÔ˘Ó ÙËÓ ÈÛ·ÓÈ΋ ÁÏÒÛÛ·, ηıÒ˜ Î·È ÈηÓfi˜ ·ÚÈıÌfi˜ ·ÔÊÔ›ÙˆÓ Ô˘ Â›Ó·È Û ı¤ÛË Ó· ÙË ‰È‰¿ÍÔ˘Ó. EÊfiÛÔÓ Ë ÔÏÈÙ›· ‰›ÓÂÈ ÌÂÁ¿ÏË ÛËÌ·Û›· ÛÙËÓ ÂÎÌ¿ıËÛË ÙˆÓ ÁψÛÛÒÓ (A™E¶), ı· Ú¤ÂÈ Ó· ·Ú¤¯ÂÙ·È Ë ‰˘Ó·ÙfiÙËÙ· ÂÈÏÔÁ‹˜ ·fi ÂÚÈÛÛfiÙÂÚ˜ ÁÏÒÛÛ˜, ÒÛÙÂ Î·È ÔÈ Ì·ıËÙ¤˜ Ó· ÚÔÂÙÔÈÌ¿˙ÔÓÙ·È ·Ó·ÏfiÁˆ˜ Î·È ÁÈ· ÙȘ ¶·ÓÂÏÏ‹ÓȘ EÍÂÙ¿ÛÂȘ. KÏ›ÓÔÓÙ·˜, ·Ú·ı¤ÙÔ˘Ì ÙËÓ ÔÌfiÏÔÁË ÁÓÒÌË ÙˆÓ ÂÎÚÔÛÒˆÓ ÙˆÓ ·Ú·¿Óˆ ™˘ÏÏfiÁˆÓ: «¶ÈÛÙ‡ԢÌ ·ÎÚ¿‰·ÓÙ· fiÙÈ Ú¤ÂÈ Ó· ‰›ÓÂÙ·È ÈÛfiÙÈÌË ÌÂÙ·¯Â›ÚÈÛË fiÏˆÓ ÙˆÓ ÁψÛÛÒÓ Ù˘ E.E., ÙfiÛÔ ÛÙË ¢Â˘ÙÂÚÔ‚¿ıÌÈ· fiÛÔ Î·È ÛÙËÓ ¶ÚˆÙÔ‚¿ıÌÈ· EÎ·›‰Â˘ÛË. H ÂÈÏÔÁ‹ Ù˘ 2˘ ͤÓ˘ ÁÏÒÛÛ·˜ ·ÔÙÂÏ› ‰ËÌÔÎÚ·ÙÈÎfi ‰Èη›ˆÌ· οı ̷ıËÙ‹». EΠ̤ÚÔ˘˜ ÙˆÓ ·Ú·¿Óˆ ™˘ÏÏfiÁˆÓ K·ıËÁËÙÒÓ IÛ·ÓÈ΋˜ Î·È ÙÔ˘ EÎ·È‰Â˘ÙÈÎÔ‡ TÌ‹Ì·ÙÔ˜ Ù˘ ¶ÚÂۂ›·˜ IÛ·Ó›·˜

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YÔ¯ÚˆÙÈ΋ Ë ·Ó·ÁÚ·Ê‹ ÛÙËÓ ÂÏÏËÓÈ΋ ÁÏÒÛÛ· fiÏˆÓ ÙˆÓ ÂÈÁÚ·ÊÒÓ TÔ ÊÔÚÔÏÔÁÈÎfi ÙÌ‹Ì· Ù˘ ¢È‡ı˘ÓÛ˘ OÈÎÔÓÔÌÈÎÒÓ OTA ÙÔ˘ YÔ˘ÚÁ›Ԣ EÛˆÙÂÚÈÎÒÓ ÎÔÈÓÔÔ›ËÛ ÙÔ ·Ú·Î¿Ùˆ ¤ÁÁÚ·ÊÔ, Û¯ÂÙÈο Ì ÙËÓ ˘Ô¯Ú¤ˆÛË ·Ó·ÁÚ·Ê‹˜ ÛÙËÓ ÂÏÏËÓÈ΋ ÁÏÒÛÛ· fiÏˆÓ ÙˆÓ ÂÈÁÚ·ÊÒÓ, Û‡Ìʈӷ Ì ÙËÓ ·Ú. 1 ÙÔ˘ ¿ÚıÚÔ˘ 2 ÙÔ˘ N. 2946/2001, ÚÔ˜ ÙÔ˘˜ ¶ÚÔ¤‰ÚÔ˘˜ ÙˆÓ EÈÌÂÏËÙËÚ›ˆÓ fiÏ˘ Ù˘ ¯ÒÚ·˜. ™¯ÂÙÈο Ì ÙËÓ ÂÊ·ÚÌÔÁ‹ ÙˆÓ ‰È·Ù¿ÍÂˆÓ ÙÔ˘ Ó. 2946/2001 («Y·›ıÚÈ· ¢È·Ê‹ÌÈÛË, ™˘ÌÔÏÈÙ›˜ ¢‹ÌˆÓ Î·È KÔÈÓÔÙ‹ÙˆÓ Î·È ¿ÏϘ ‰È·Ù¿ÍÂȘ», ºEK A’ 224) Î·È ÚÔ˜ ÙÔ ÛÎÔfi Ù˘ Â›Ù¢Í˘ ÔÌÔÈfiÌÔÚÊ˘ Î·È ÂÓ·ÚÌÔÓÈṲ̂Ó˘ ‰Ú¿Û˘ Ù˘ ‰ÈÔ›ÎËÛ˘ ÚÔ˜ ÙÔ ÂÚȯfiÌÂÓÔ ÙˆÓ ‰È·Ù¿ÍÂˆÓ Ô˘ ·ÊÔÚÔ‡Ó ÛÙËÓ ˘Ô¯Ú¤ˆÛË ·Ó·ÁÚ·Ê‹˜ ÙˆÓ ÂÈÁÚ·ÊÒÓ ÛÙËÓ ÂÏÏËÓÈ΋ ÁÏÒÛÛ·, ηٿ Ù· ÔÚÈ˙fiÌÂÓ· ÛÙËÓ ·Ú¿ÁÚ·ÊÔ 1 ÙÔ˘ ¿ÚıÚÔ˘ 6 ÙÔ˘ ·ÓˆÙ¤Úˆ ÓfiÌÔ˘, Û·˜ ÂÈÛËÌ·›ÓÔ˘Ì ٷ ·ÎfiÏÔ˘ı·: M ÙËÓ ˆ˜ ¿Óˆ ‰È¿Ù·ÍË ıÂÛÌÔıÂÙ‹ıËÎÂ Ë ˘Ô¯Ú¤ˆÛË ·Ó·ÁÚ·Ê‹˜ ÛÙËÓ ÂÏÏËÓÈ΋ ÁÏÒÛÛ· fiÏˆÓ ÙˆÓ ÂÈÁÚ·ÊÒÓ, Ì ÙȘ Ôԛ˜

ÚÔÛ‰ÈÔÚ›˙ÂÙ·È Ë ı¤ÛË, Ë ‰È‡ı˘ÓÛË, Ë È‰ÈfiÙËÙ· ‹ Ë Â·ÁÁÂÏÌ·ÙÈ΋ ‰Ú·ÛÙËÚÈfiÙËÙ· Ê˘ÛÈÎÔ‡ ÚÔÛÒÔ˘ ‹ Ë ÂˆÓ˘Ì›· Î·È ÙÔ ·ÓÙÈΛÌÂÓÔ ‰Ú·ÛÙËÚÈfiÙËÙ·˜ ÂÓÒÛˆ˜ Ê˘ÛÈÎÒÓ ‹ ÓÔÌÈÎÒÓ ÚÔÛÒˆÓ, ÂÈÙÚÂÔ̤Ó˘ ˆÛÙfiÛÔ (ÚÔ·ÈÚÂÙÈο) Ù˘ ·Ú¿ÏÏËÏ˘ ·Ú¿ıÂÛ˘ Â› ·˘ÙÒÓ, ÍÂÓfiÁψÛÛˆÓ Ï¤ÍÂˆÓ (Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ ÙˆÓ Î·ÙÔ¯˘ÚˆÌ¤ÓˆÓ ÂÌÔÚÈÎÒÓ ÛËÌ¿ÙˆÓ, ‰È·ÎÚÈÙÒÓ Ù›ÙÏˆÓ Î·È ÂÓ Á¤ÓÂÈ ÂˆÓ˘ÌÈÒÓ), ˘fi ÙËÓ ÚÔ¸fiıÂÛË fï˜ Ù˘ ·Ó·ÁÚ·Ê‹˜ ÙÔ˘˜ Ì ÌÈÎÚfiÙÂÚ· ÛÙÔȯ›·. E› ÙË ‚¿ÛÂÈ ÙˆÓ ·ÓˆÙ¤Úˆ, ·Ú·Î·Ïԇ̠fiˆ˜ Ù· ÔÈΛ· EÈÌÂÏËÙ‹ÚÈ·, ηٿ ÙË ‰È·‰Èηۛ· ¤ÁÎÚÈÛ˘ ÙÔ˘ ‰ÈηÈÒÌ·ÙÔ˜ ¯Ú‹Û˘ Ù˘ ÂˆÓ˘Ì›·˜ Î·È ÙÔ˘ ‰È·ÎÚÈÙÔ‡ Ù›ÙÏÔ˘ ÂΠ̤ÚÔ˘˜ ÙˆÓ Ê˘ÛÈÎÒÓ Î·È ÓÔÌÈÎÒÓ ÚÔÛÒˆÓ Ô˘ ‰Ú·ÛÙËÚÈÔÔÈÔ‡ÓÙ·È Â·ÁÁÂÏÌ·ÙÈο, Ó· ÚÔ‚·›ÓÔ˘Ó ÛÙËÓ ÂÓË̤ڈÛË ÙˆÓ ‰ÈηÈÔ‡¯ˆÓ, ·Ó·ÊÔÚÈο Ì ÙËÓ ˘Ô¯Ú¤ˆÛË Û˘ÌÌfiÚʈۋ˜ ÙÔ˘˜ ÚÔ˜ ÙËÓ ÂÈÙ·Á‹ Ù˘ ÚÔÂÎÙÂı›۷˜ ·Ú·ÁÚ¿ÊÔ˘. OÌÔ›ˆ˜ ÔÈ ‰‹ÌÔÈ Î·È ÔÈ ÎÔÈÓfiÙËÙ˜ Ù˘ ¯ÒÚ·˜ ı· Ú¤ÂÈ ·ÊÂÓfi˜ ηٿ ÙË ‰È¿ÚÎÂÈ· ÏÂÈÙÔ˘ÚÁ›·˜

ÙÔ˘ Û˘ÓfiÏÔ˘ ÙˆÓ Î·Ù·ÛÙËÌ¿ÙˆÓÂȯÂÈÚ‹ÛÂˆÓ Ô˘ ‰Ú·ÛÙËÚÈÔÔÈÔ‡ÓÙ·È ÂÓÙfi˜ ÙˆÓ ÔÚ›ˆÓ ¯ˆÚÈ΋˜ ÙÔ˘ ·ÚÌÔ‰ÈfiÙËÙ·˜, ·ÊÂÙ¤ÚÔ˘ ηٿ ÙË ‰È·‰Èηۛ· ·‰ÂÈÔ‰fiÙËÛ˘ ÙˆÓ Î·Ù¿ ÏfiÁÔ ·ÚÌÔ‰ÈfiÙËÙ·˜ ÙÔ˘˜ ηٷÛÙËÌ¿ÙˆÓ (˘ÁÂÈÔÓÔÌÈÎÔ‡ ÂӉȷʤÚÔÓÙÔ˜ Î.Ï.), Ó· ÌÂÚÈÌÓÔ‡Ó ÁÈ· ÙËÓ ÔÚı‹ ·Ó·ÁÚ·Ê‹ ÙˆÓ ÂÈÁÚ·ÊÒÓ Û‡Ìʈӷ Ì ٷ ÚÔ·Ó·ÊÂÚfiÌÂÓ·, ÚÔ‚·›ÓÔÓÙ·˜ ·Ú¿ÏÏËÏ· Û ۯÂÙÈÎÔ‡˜ ÂϤÁ¯Ô˘˜ ÁÈ· ÙË ‰È·Ê¿ÏÈÛË Ù˘ ÓÔÌÈÌfiÙËÙ¿˜ ÙÔ˘˜. YÂÓı˘Ì›˙ÂÙ·È, Ù¤ÏÔ˜, fiÙÈ ÁÈ· ÙËÓ ·Ê·›ÚÂÛË ÙˆÓ ·Ú¿ÓÔÌˆÓ ÍÂÓfiÁψÛÛˆÓ ÂÈÁÚ·ÊÒÓ Î·È ÙȘ ÂÈ‚·ÏÏfiÌÂÓ˜ ΢ÚÒÛÂȘ ÛÙÔ˘˜ ·Ú·‚¿Ù˜, ¤¯Ô˘Ó ÂÊ·ÚÌÔÁ‹ ÔÈ ‰È·Ù¿ÍÂȘ ÙˆÓ ¿ÚıÚˆÓ 6 Î·È 9 ÙÔ˘ ÂÓ ÏfiÁˆ ÓfiÌÔ˘ (ÚfiÛÙÈÌÔ ‡„Ô˘˜ 587 ¢ÚÒ ¤ˆ˜ 5.870 ¢ÚÒ Î·È ·Ê·›ÚÂÛË ·fi Û˘ÓÂÚÁ›· ÙÔ˘ ÔÈΛԢ ¢‹ÌÔ˘ ‹ KÔÈÓfiÙËÙ·˜ ‹ ¶ÂÚÈʤÚÂÈ·˜ ‹ T·Ì›Ԣ EıÓÈ΋˜ O‰ÔÔÈ›·˜ ‹ O™E ‹ ȉȈÙÈο ηٿ ÂÚ›ÙˆÛË ÌÂ Û˘Ó‰ÚÔÌ‹ Ù˘ ÔÈΛ·˜ ·ÛÙ˘ÓÔÌÈ΋˜ ·Ú¯‹˜). ¢ÂÏÙ›Ô E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ ¶ÂÈÚ·È¿

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A tour to the amazing world of child developement For many years, philosophers have speculated on the fundamental nature of childhood and the conditions that foster children’s well-being. According to Plato and Aristotle, schools and parents had the responsibility for teaching children the self-control that would make them effective people. What they both expressed was their concern whether too much self-discipline would stiff children’s initiative and individuality. Considering the important role that teachers and parents play on children’s social and psychological development, I thought it would be interesting enough to look closely at child development and thus gain knowledge regarding the way children think, learn and express themselves. According to Eric Erikson (190219994), development consists of a sequence of stages, each defined by a unique crisis or challenge. The table below demonstrates the eight stages. The name of each stage reflects the challenge that individuals face at a particular age. Erikson argued that the earlier stages of psychosocial

development provide the foundation for the later stages. This is why early childhood is the most crucial age in every person’s life. Regarding the cognitivedevelopment perspective, Jean Piaget (1896-1980) proposed that children naturally try to make sense of their world. They try to understand both the physical and social world. We usually see young children asking questions about objects while older ones want to know more about people. According to Piaget, children act like scientists and form theories about the physical and social world. These theories are tested every day by the experiences they encounter since children expect certain things to happen. Then, they form new ones by considering the flaws that their previous theories had. This is a very creative process that every individual experiences in childhood and is the foundation of acquiring critical skills. Child-development scientists often refer to child development as a journey that can proceed along many different paths. Children make this journey alone by interacting with their physical world. Their cultural

Erikson’s eight stages of Psychosocial Development Psychosocial stage

Age

Challenge

Basic trust versus mistrust Birth to 1 year

To develop a sense that the world is safe. Autonomy versus shame 1 to 3 years To realise that one and doubt is an independent person who can make decisions. Initiative versus guild 3 to 6 years To develop a willingness to try new things and to handle failure. Industry versus 6 to adolescence To learn basic skills inferiority and to work with others. Identity versus Adolescence To develop a lasting identity confusion integrated sense of self. Intimacy versus Young adulthood To commit to another isolation in a loving relationship Generatively versus Middle adulthood To contribute to stagnation younger people, through child rearing, child care, or other productive work. Integrity versus Late life To view one’s life as despair satisfactory and worth living. Robert Kail, 2006

In certain semantic fields, some terms ought to be acquired later than others because of their complexity. Among them are dimensional terms which in English include adjective pairs. These pairs are used to describe the dimensions of different objects. Children acquire these terms roughly in an expected order:

Dr. Theodora Papadopoulou Ph.D in English Literature, M. Sc in Rsychology Lecturer at THACE, EFL Teacher, Educational Consultant

environment and people who play a basic role in their life certainly influence the direction that children take but every individual is seen as a solitary adventurer who is constantly exploring the world. Culture plays a major role in child development since it provides tools that shape the way children think. It also defines which cognitive activities are valued. According to Vygotsky (1978), a Russian psychologist, the social nature of cognitive development is captured in the concept of intersubjectivity, which refers to mutual, shared understanding among participants in an activity. Children learn a lot when they interact with other children who are mature. Taking into consideration that child development is never a solitary journey, children progress more rapidly when they walk hand in hand with an expert partner. It is also worth understanding how children learn. They start by building up semantic fields of words for various conceptual domains. Children usually stop overextending their words at the age of 2-6, and start asking questions like ‘What’s that? ’ in order to expand their vocabulary at a much faster rate. At this age they realize that there might be words for all sorts of things for which they have no names. Children start on semantic fields with their first words. Each word picks out part of a conceptual domain and as they add more words to the ones they already know, they map more concepts in each domain onto words. One domain children tackle early is that of animals.

1. big - small 2. tall - short, long - short 3. high - low 4. thick - thin 5. wide-narrow, deep-shallow Researchers have proved that youngsters do not learn readily when they are constantly told what to do or when they are totally left to struggle through a problem unaided. According to Murphy & Messer (2000), they learn more effectively when teachers collaborate with them, allowing them to take on more and more of a task as they master its different elements. Children take initiatives and form strategies. They find ways to tackle various situations and memorize certain things. With age, they use more powerful strategies, such as rehearsal and outlining. Using memory strategies successfully depends, first on analyzing the goal of a memory task and, second, on monitoring the effectiveness of the chosen strategy. The important role of both parents and teachers is to help children apply and expand these strategies. In this way, they encourage mechanisms that drive cognitive development. Regarding emotional development, modern theories emphasize the functional value of emotion. Emotions such as fear, happiness and disgust are valuable because they help

people adapt. They keep them away from danger and strengthen social relationships. Infants use simple strategies to regulate emotions such as fear. As children grow, they become better skilled at regulating their emotions. It should be pointed out that temperament is related to other aspects of development. Difficult babies are more likely to have behavioral problems by the time they attend school. Persistent children are more successful in school, shy children sometimes face communicative problems with their peers. Anxious children are more compliant with parents and finally fearful children are prone to depression. Of course, the impact of temperament always depends on the environment in which children develop. Children are highly motivated individuals who need encouragement and support to flourish and reveal their strengths under the unconditional love of their parents and people they look up to. They want supportive parents and teachers who will respect their personalities and embrace their weaknesses. All they need is a stable family environment. Rejection is every child’s worst enemy. Most rejected children become aggressive since they imitate their parents’ attitudes in conflicts. This leads to lower performance in school, lower self-esteem and the creation of more behavioral problems. It is amazing to watch a child go through different stages of development and finally become a happy and successful individual. It is also wonderful to know that you have contributed to that development. Caution though: This trip can be very exciting and unexpectedly subversive. Are you ready to come along?

¢IMHNIAIA EºHMEPI¢A °IA TON K§A¢O TH™ •ENO°§ø™™H™ EK¶AI¢EY™H™

I‰ÈÔÎÙËÛ›·: PROFORMA PUBLICATIONS - B·Û. B·ÛÈÏ›Ԣ & ™È· E.E. EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈ΋ ‹ ÔÏÈ΋ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙ ÏfiÁÔ ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ fiÏ˘ Ù˘ ‡Ï˘ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì ··Ú·›ÙËÙË ÚÔ¸fiıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂΉfiÙË.

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¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ §·˘Ú›Ô˘ AÓ¿ÁÎË ÁÈ· ÂÎ·È‰Â˘ÙÈÎfi ˘ÏÈÎfi MÈ· ·ÍȤ·ÈÓË ÚÔÛ¿ıÂÈ· Á›ÓÂÙ·È ·Ô ÙÔÓ EÚ˘ıÚfi ™Ù·˘Úfi ÛÙÔ KÂÓÙÚÔ YÔ‰Ô¯‹˜ MÂÙ·Ó·ÛÙÒÓ §·˘Ú›Ô˘, Ì ÛÙfi¯Ô ÙËÓ ÂÈÌfiÚʈÛË Î·È ·ÚˆÁ‹ ÙˆÓ ÂÚ›Ô˘ 300 ÊÈÏÔÍÂÓÔ‡ÌÂÓˆÓ ÔÈÎÔÓÔÌÈÎÒÓ ÌÂÙ·Ó·ÛÙÒÓ, 100 ·Ô ÙÔ˘˜ ÔÔ›Ô˘˜ Â›Ó·È ·È‰È¿. Afi ¤Ú˘ÛÈ Î·È Û ÂıÂÏÔÓÙÈ΋ ‚¿ÛË, ¿Ú¯ÈÛ ӷ ÏÂÈÙÔ˘ÚÁ› ÙÔ ÚfiÁÚ·ÌÌ· Ù˘ ÂÎÌ¿ıËÛ˘ Ù˘ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ Û ·È‰È¿ ·fi 4 ÂÙÒÓ ¤ˆ˜ 13 ηıÒ˜ Î·È Û ÂÓ‹ÏÈΘ Ì ‰È·‚·ıÌÈṲ̂Ó˜ Ù¿ÍÂȘ ·fi Pre- Junior ¤ˆ˜ B Senior . TÔ ‰È·ı¤ÛÈÌÔ ÂÎ·È‰Â˘ÙÈÎfi ˘ÏÈÎfi fï˜ Â›Ó·È ÊÙˆ¯fi Î·È ‚·Û›˙ÂÙ·È Î˘Ú›ˆ˜ Û ʈÙÔÙ˘›Â˜, ÏfiÁˆ ˘„ËÏÔ‡ ÎfiÛÙÔ˘˜ ÁÈ· ·ÁÔÚ¿ ‚È‚Ï›ˆÓ Î·È ÁÂÓÈÎfiÙÂÚ· ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡. TÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ §·˘Ú›Ô˘ ˙ËÙ¿ ÙËÓ ˘ÔÛÙ‹ÚÈÍ‹ fiÏˆÓ Ì·˜ (ηıËÁËÙÒÓ, ȉÈÔÎÙËÙÒÓ Î·È ÂΉÔÙÒÓ) ÁÈ· Ó· ÌÔÚ¤ÛÔ˘Ó Ó· Û˘Ó¯›ÛÔ˘Ó ÙÔ ¤ÚÁÔ ÙÔ˘˜ Ì ÙËÓ ·ÚÔ¯‹ ÂÎ·È‰Â˘ÙÈÎÔ‡ ˘ÏÈÎÔ‡ ÛÙËÓ ·ÁÁÏÈ΋ ÁÏÒÛÛ·, fiˆ˜ ‚È‚Ï›· (Course book, Workbook,Companions,Grammar) , ·Ê›Û˜, DVD, ¿˙Ï Î.·. ·fi ·ÏȤ˜ Û·˜ ÂΉfiÛÂȘ (Pre- Junior ¤ˆ˜ B Senior). TÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ ÛÙËÓ ÂÚÈÔ¯‹ ÙÔ˘ §·˘Ú›Ô˘ ÏÂÈÙÔ˘ÚÁ› ·fi ÙÔ 2007 ·Ô ÙÔÓ TÔ̤· KÔÈÓˆÓÈ΋˜ ¶ÚfiÓÔÈ·˜ ÙÔ˘ EÏÏËÓÈÎÔ‡ EÚ˘ıÚÔ‡ ™Ù·˘ÚÔ‡. TÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ Â›Ó·È ÌÈ· Ó¤· ‰ÔÌ‹ Û˘Ì‚Ô˘Ï¢ÙÈ΋˜ Ô˘ ·Ú¤¯ÂÈ „˘¯ÔÎÔÈÓˆÓÈ΋ ˘ÔÛÙ‹ÚÈÍË Î·È Û˘Ì‚Ô˘Ï¢ÙÈ΋ ··Û¯fiÏËÛ˘ ÛÙÔ˘˜ ·ÈÙÔ‡ÓÙ˜ ¿Û˘ÏÔ Ô˘ ÊÈÏÔÍÂÓÔ‡ÓÙ·È ÛÙÔ K¤ÓÙÚÔ YÔ‰Ô¯‹˜ ÙÔ˘ §·˘Ú›Ô˘ ‹ ‰È·Ì¤ÓÔ˘Ó ÛÙËÓ Â˘Ú‡ÙÂÚË ÂÚÈÔ¯‹ Ù˘ AÓ·ÙÔÏÈ΋˜ AÙÙÈ΋˜. TÔ K¤ÓÙÚÔ ·ÔÙÂÏ› ÙÔ ÊÔÚ¤· ˘ÏÔÔ›ËÛ˘ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÂÓ›Û¯˘Û˘ ÎÔÈÓˆÓÈÎÒÓ Î·È Â·ÁÁÂÏÌ·ÙÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ ÙˆÓ ·ÈÙÔ‡ÓÙˆÓ ¿Û˘ÏÔ, ηٿÏÏËÏ·

ۯ‰ȷÛÌ¤ÓˆÓ ÒÛÙ ӷ ·ÓÙ·ÔÎÚ›ÓÔÓÙ·È ÛÙȘ ȉȷ›ÙÂÚ˜ ·Ó¿ÁΘ Î·È ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ˆÊÂÏÔ‡ÌÂÓˆÓ. EÈϤÔÓ ‰›ÓÂÙ·È ¤ÌÊ·ÛË ÛÙËÓ Â˘·ÈÛıËÙÔÔ›ËÛË Ù˘ ÙÔÈ΋˜ ÎÔÈÓˆÓ›·˜ Î·È ÙËÓ Î·Ù·ÔϤÌËÛË Û˘Ó·ÈÛıËÌ¿ÙˆÓ Ú·ÙÛÈÛÌÔ‡ Î·È ÍÂÓÔÊÔ‚›·˜ Ì ÙË Û˘ÌÌÂÙÔ¯‹ ηÙÔ›ÎˆÓ Ù˘ ÂÚÈÔ¯‹˜ Î·È ·ÈÙÔ‡ÓÙˆÓ ¿Û˘ÏÔ Û ÎÔÈÓ¤˜ ‰Ú¿ÛÂȘ, ̤۷ ·fi ÙȘ Ôԛ˜ ı· ·Ó·‰˘ıÔ‡Ó Ù· ȉȷ›ÙÂÚ· ÔÏÈÙÈÛÌÈο ÙÔ˘˜ ÛÙÔȯ›·. TÔ Û‡ÓÔÏÔ ÙˆÓ ÂÁÁÂÁÚ·ÌÌ¤ÓˆÓ ·ÙfiÌˆÓ ÛÙÔ K¤ÓÙÚÔ ·Ó¤Ú¯ÂÙ·È ÛÙ· 290 ¿ÙÔÌ·, ÌÂٷ͇ ·˘ÙÒÓ 100 ·È‰È¿. OÈ ¯ÒÚ˜ ÚÔ¤Ï¢Û˘ ÙˆÓ ˆÊÂÏÔ˘Ì¤ÓˆÓ Â›Ó·È Ë TÔ˘ÚΛ·, ÙÔ AÊÁ·ÓÈÛÙ¿Ó, Ë ™˘Ú›·, ÙÔ IÚ¿Î, ÙÔ IÚ¿Ó, Ë ™˘Ú›·, ÙÔ A˙ÂÚÌ·˚Ù˙¿Ó, Ë PÔ˘Ì·Ó›·, Ë ™ÂÚ‚›·, Ë AÏ‚·Ó›·, Ë EÏÏ¿‰· Î.·. ™ÙÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ §·˘Ú›Ô˘ ˘ÏÔÔÈÔ‡ÓÙ·È Ù· ·ÎfiÏÔ˘ı· ¶ÚÔÁÚ¿·Ù·: ñ §ÂÈÙÔ˘ÚÁ›· ¯ÒÚÔ˘ ÏÔ‹ÁËÛ˘ ÛÙÔ ‰È·‰›ÎÙ˘Ô Î·È ÂÎÌ¿ıËÛ˘ ËÏÂÎÙÚÔÓÈÎÒÓ ˘ÔÏÔÁÈÛÙÒÓ . ñ EÎÌ¿ıËÛË ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜ Û ·È‰È¿ ËÏÈΛ·˜ 4 – 12 ÂÙÒÓ Î·È Û ÂÓ‹ÏÈΘ. ñ EÎÌ¿ıËÛË ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜

A°°E§IE™

KA£H°HTPIA Á·ÏÏÈÎÒÓ, Ù˘¯ÈÔ‡¯Ô˜ Á·ÏÏÈ΋˜ ÊÈÏÔÏÔÁ›·˜ ENGLISH teachers are required for A.¶.£., ·Ú·‰›‰ÂÈ È‰È·›ÙÂÚ· Ì·ı‹a language school In Peristeri. Send Ì·Ù· ÛÙȘ ÂÍ‹˜ ÂÚÈÔ¯¤˜ N›Î·È·, NÂc.v. e-mail:[email protected] fax: ¿ÔÏË, KÔÚ˘‰·ÏÏfi˜, KÂÚ·ÙÛ›ÓÈ. TËÏ.: 210 4323415, 6974120123. 210 5737470 - 210 5761940. ¶ø§OYNTAI 10 ηÚÂÎÏÔıÚ·Ó›· Î·È 2 ›Ó·Î˜ Ì·Úη‰fiÚÔ˘ Î·È ÂÍÔÏÈÛÌfi˜ ÊÚÔÓÙÈÛÙËÚ›Ô˘ Û Ôχ ηϋ ηٿÛÙ·ÛË. ™˘ÌʤÚÔ˘Û· ÙÈÌ‹, ÙËÏ.: 6973247187, 4136595.

Û ·ÏÏÔÂıÓ‹˜ ÏËı˘ÛÌÔ‡˜. ñ §ÂÈÙÔ˘ÚÁ›· ÂÎ·È‰Â˘ÙÈÎÒÓ ÂÚÁ·ÛÙËÚ›ˆÓ fiˆ˜ ‰È·ÎfiÛÌËÛË Û˘Óı¤ÛˆÓ, ¯ÂÈÚÔÙ¯ӛ˜ ÂԯȷÎÒÓ ÂȉÒÓ Î·È Î·Ù·Û΢‹ ÌÈ˙Ô‡ & ÎÔÛÌËÌ¿ÙˆÓ Î.Ù.Ï. ñ ¢ËÌÈÔ˘ÚÁÈ΋ ··Û¯fiÏËÛË ·È‰ÈÒÓ (EÈÙÚ·¤˙È· & ÌÔ˘ÛÈÎÔÎÈÓËÙÈο ·È¯Ó›‰È·, ·È¯Ó›‰È· ÁÓÒÛÂˆÓ Î·È ÛΤ„˘, ‰È¿‚·ÛÌ· ‚È‚Ï›ˆÓ Î·È ·Ú·Ì˘ıÈÒÓ, ¯ÂÈÚÔÙ¯ӛ˜-ηٷÛ΢¤˜, ˙ˆÁÚ·ÊÈ΋ & ÚÔ‚ÔÏ‹ DVD Î·È ÂÎ·È‰Â˘ÙÈÎÒÓ ÓÙÔÎÈÌ·ÓÙ¤Ú). ñ ¢ËÌÈÔ˘ÚÁÈ΋ ··Û¯fiÏËÛË ·È‰ÈÒÓ ÚÔÛ¯ÔÏÈ΋˜ ËÏÈΛ·˜ Ì ¯ÂÈÚÔÙ¯ӛ˜, ÎÔÏ¿˙, ˙ˆÁÚ·ÊÈ΋). ñ §ÂÈÙÔ˘ÚÁ›· ‰·ÓÂÈÛÙÈ΋˜ ‚È‚ÏÈÔı‹Î˘ ÁÈ· Ù· ÂÁÁÂÁÚ·Ì̤ӷ ·È‰È¿ ÛÙÔ ¢È·ÔÏÈÙÈÛÌÈÎfi K¤ÓÙÚÔ §·˘Ú›Ô˘. °È· ÂÚÈÛÛfiÙÂÚ˜ ÏËÚÔÊÔڛ˜ ÌÔÚ›Ù ӷ ÂÈÎÔÈÓˆÓ‹ÛÙ Ì ٷ ÙËϤʈӷ 22920-27922 (ÙËÏ. Î·È Fax) ÙÔ˘ ¢È·ÔÏÈÙÈÛÌÈÎÔ‡ K¤ÓÙÚÔ˘: ˘‡ı˘ÓË Î·. °ÂˆÚÁ›· X·Ù˙ˉ¿ÎË. H ‰È‡ı˘ÓÛË ÙÔ˘ K¤ÓÙÚÔ˘ Â›Ó·È Ë ÂÍ‹˜: ¶ÔÛÂȉÒÓÔ˜ 7 ¶·Ï·Èfi M˯·ÓÔ˘ÚÁ›Ô, §·‡ÚÈÔ. H Û˘Ì‚ÔÏ‹ fiÏˆÓ Ì·˜ Â›Ó·È ··Ú·›ÙËÙË.

7564573, 5-9 Ì.Ì.

¶ø§EITAI K•° Î·È ¶ÏËÚÔÊÔÚÈ΋˜ ÛÙȘ ™¤ÚÚ˜ Ï‹Úˆ˜ ÂÍÔÏÈṲ̂ÓÔ Î·È ÚÔÛÊ¿Ùˆ˜ ·Ó·Î·ÈÓÈṲ̂ÓÔ, 210 Ù.Ì. BÚ›ÛÎÂÙ·È ÛÙÔ Î¤ÓÙÚÔ Ù˘ fiÏ˘, ÎÔÓÙ¿ Û ۯÔÏ›·. MÂÁ¿Ï˜ ÚÔÔKA£H°HTPIA Á·ÏÏÈÎÒÓ, Ù˘¯ÈÔ‡- ÙÈΤ˜ ·Ó¿Ù˘Í˘. TËÏ.: 6931020460. ¯Ô˜ Á·ÏÏÈ΋˜ ÊÈÏÔÏÔÁ›·˜ A.¶.£., ˙ËÙ¿ Û˘ÓÂÚÁ·Û›· Ì K¤ÓÙÚ· •¤ÓˆÓ ZHTOYNTAI ηıËÁ‹ÙÚȘ AÁÁÏȰψÛÛÒÓ ÛÙȘ ÂÍ‹˜ ÂÚÈÔ¯¤˜ N›Î·È·, ÎÒÓ ·fi ÊÚÔÓÙÈÛÙ‹ÚÈ· Í¤ÓˆÓ ÁψÛN¿ÔÏË, KÔÚ˘‰·ÏÏfi˜, KÂÚ·ÙÛ›ÓÈ. ÛÒÓ ÛÙË N›Î·È·, AÌÊÈ¿ÏË. TËÏ.: 210 4321860, 210 4321837. TËÏ.: 210 4323415, 6974120123.

¶ø§EITAI Û¯ÔÏÈÎfi˜ ÂÍÔÏÈÛÌfi˜. TËÏ.: 210 8540775, 210 8329973, ZHTOYNTAI ηıËÁËÙ¤˜/ÙÚȘ AÁÁÏÈÎÒÓ, °·ÏÏÈÎÒÓ, °ÂÚÌ·ÓÈÎÒÓ, 6978104534. IÙ·ÏÈÎÒÓ, IÛ·ÓÈÎÒÓ ·fi ÙÔÓ EÎ·È¶ø§EITAI ‚›ÓÙÂÔ Panasonic ÙÚÈÒÓ ‰Â˘ÙÈÎfi ŸÌÈÏÔ °PAæA. AÓ ¤¯ÂÙ ÎÂÊ·ÏÒÓ Û¯Â‰fiÓ ·ÌÂÙ·¯Â›ÚÈÛÙÔ. ٷϤÓÙÔ ÛÙË ‰È‰·Ûηϛ·, ÂÏ¿Ù TËÏ.: 210 2831309, ÒÚ˜ 17.00-22.00. TøPA Ó· ÁÓˆÚÈÛÙÔ‡ÌÂ! TËÏ.: 210

ZHTEITAI ÁÚ·ÌÌ·Ù¤·˜ ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈÔ Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙË N›Î·È·. A·Ú·›ÙËÙË Î·Ï‹ ÁÓÒÛË ·ÁÁÏÈÎÒÓ (Lower) Î·È ¯Ú‹ÛË ˘ÔÏÔÁÈÛÙ‹. øÚ¿ÚÈÔ 17.30-21.30. TËÏ.: 210 4321860 Î·È 210 4321837.

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ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ ȉڇÙÚÈ· Ù˘ ıˆÚËÙÈ΋˜ Û¯ÔÏ‹˜ „˘¯ÔÏÔÁ›·˜ ÙˆÓ ÔÈÎÔÁÂÓÂÈ·ÎÒÓ ‰˘Ó·ÌÈÎÒÓ EÎ·È‰Â˘ÙÈ΋ æ˘¯ÔÏfiÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿, EÈÎÂÊ·Ï‹˜ ÂÚ¢ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing, EÈÎÂÊ·Ï‹˜ K¤ÓÙÚÔ˘ EÏ¢ı¤ÚˆÓ ™Ô˘‰ÒÓ e-mail:[email protected] site: www.mindpower.gr

æ˘¯Ô...ÁÚ¿ÊËÌ· ™Â οı Ù‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏfiÁÔ˜ ŸÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e-mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂȘ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ ηıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË.

M ÙËÓ Â˘Î·ÈÚ›· Ù˘ ÔÏÔÎÏ‹ÚˆÛ˘ ÙˆÓ OÏ˘ÌÈ·ÎÒÓ AÁÒÓˆÓ M ÙËÓ ÔÏÔÎÏ‹ÚˆÛË ÙˆÓ OÏ˘ÌÈ·ÎÒÓ ·ÁÒÓˆÓ ÙÔ˘ ¶ÂΛÓÔ˘ ÔÈ ÔÔ›ÔÈ Û˘Ì›ÙÔ˘Ó Ì ÙËÓ ÔÏÔÎÏ‹ÚˆÛË ÙÔ˘ ηÏÔηÈÚÈÔ‡ Ì·˜ ‰›ÓÂÙ·È Ë Â˘Î·ÈÚ›· Ó· ·Ó·Ï‡ÛÔ˘Ì fiÏ· fiÛ· ÌÔÚԇ̠ӷ Ì¿ıÔ˘ÌÂ Î·È Ó· ·ÔÎÔÌ›ÛÔ˘Ì ·fi ÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜ Ù˘ ÌÔÓÙ¤ÚÓ·˜ ÂÔ¯‹˜ ÁÈ· Ó· ÌÔÚ¤ÛÔ˘Ì ӷ Ù· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ì ÛÙÔÓ ‰ÈÎfi Ì·˜ ·ÁÒÓ· (ÂÎ·È‰Â˘ÙÈÎfi Î·È Â·ÁÁÂÏÌ·ÙÈÎfi) ÛÙÔÓ ÔÔ›Ô ÂÙÔÈÌ·˙fiÌ·ÛÙ ӷ ÂȉÔıԇ̠̠ÙËÓ ¤Ó·ÚÍË ÙÔ˘ ÊıÈÓÔÒÚÔ˘ Î·È ÙËÓ Ï‹ÍË ÙˆÓ ‰È·ÎÔÒÓ. EηÙÔÓÙ¿‰Â˜ ¯ÈÏÈ¿‰Â˜ ·ıÏËÙÒÓ Û˘Ó¤ÚÂ˘Û·Ó ÛÙÔ ¶ÂΛÓÔ ÁÈ· ·˘Ù¤˜ ÙȘ 16 Ë̤Ú˜ fiÔ˘ ‰ÈÂΉ›ÎËÛ·Ó Ì›· ·fi ÙȘ 958 ı¤ÛÂȘ ÛÙÔ ‚¿ıÚÔ ÙˆÓ ÓÈÎËÙÒÓ, Â¿Ó ˘ÔÏÔÁ›ÛÔ˘ÌÂ Î·È Ù· ¯Ú˘Û¿ Î·È Ù· ·ÚÁ˘Ú¿ Î·È Ù· ¯¿ÏÎÈÓ· ÌÂÙ¿ÏÏÈ·, ‹ ÌfiÓÔ 302 Â¿Ó ıˆڋÛÔ˘Ì ˆ˜ ‡„ÈÛÙË ‰È¿ÎÚÈÛË ÌfiÓÔ Ù· ¯Ú˘Û¿. A˜ ‰Ô‡Ì ÙÈ ÛËÌ·›ÓÂÈ Ó· ¤¯ÂȘ ÚfiÛ‚·ÛË Ó· ‰È·ÁˆÓÈÛı›˜ ÛÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜: 1. Ó· Â›Û·È Â›ÛËÌÔ Ì¤ÏÔ˜ οÔÈÔ˘ EıÓÈÎÔ‡ / OÏ˘ÌÈ·ÎÔ‡ Û˘ÏÏfiÁÔ˘ / ۈ̷Ù›Ԣ / ÔÌÔÛÔÓ‰›·˜, 2. Ó· ¤¯ÂȘ ‹‰Ë Ï¿‚ÂÈ Ì¤ÚÔ˜ Î·È ‰È·ÎÚ›ÛÂȘ Û ¿ÏÏ· ·ıÏËÙÈο ÁÂÁÔÓfiÙ· / Û˘Ó·ÓÙ‹ÛÂȘ, 3. Ó· ¤¯ÂȘ Âȉ›ÍÂÈ È‰È·›ÙÂÚË ·ÊÔÛ›ˆÛË ÛÙÔ ¿ıÏËÌ· ÛÔ˘, 4. Ó· ¤¯ÂȘ ·ÚÎÂÙ¿ ˘„ËÏ‹ Â›‰ÔÛË ÒÛÙ ӷ È¿ÛÂȘ Ù· ‘¯·ÌËÏ¿’ fiÚÈ· Â›‰ÔÛ˘ ÛÙÔ ¿ıÏËÌ· ÛÔ˘ Ù· ÔÔ›· Â›Ó·È Î·Ù¿ Ôχ ¿Óˆ ·fi ÙÔÓ Ì¤ÛÔ fiÚÔ ÙÔ˘

ÏËı˘ÛÌÔ‡ ÙˆÓ ·ıÏËÙÒÓ. ¢ËÏ·‰‹ Ì ¿ÏÏ· ÏfiÁÈ· ÁÈ· Ó· ¤¯ÂÈ ÂÏ›‰Â˜ Ó· ÂÈÏÂÁ› ¤Ó·˜ ·ıÏËÙ‹˜ ÁÈ· Ó· ˘¿ÚÍÂÈ ÛÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜ Ú¤ÂÈ ‹‰Ë Ó· ¤¯ÂÈ ÂÍ·ÈÚÂÙÈ΋ ·ÊÔÛ›ˆÛË Î·È Â›‰ÔÛË Î·È Ó· ·ÎÔÏÔ˘ı› ·˘ÛÙËÚfi ÚfiÁÚ·ÌÌ· ÚÔfiÓËÛ˘ Û Â›Â‰Ô ÔÏÈ΋˜ ··Û¯fiÏËÛ˘ ÙÔ˘Ï¿¯ÈÛÙÔÓ. ÕÚ· Î·È Ô ϤÔÓ ¿ÁÓˆÛÙÔ˜ ·ıÏËÙ‹˜ Ô ÔÔ›Ô˜ ¤Ú¯ÂÙ·È ÙÂÏÂ˘Ù·›Ô˜ ÛÙ· ÚÔÎÚÈÌ·ÙÈο Â›Ó·È ‹‰Ë ¤Ó·˜ ηٷÍȈ̤ÓÔ˜ ·ıÏËÙ‹˜ / ÚˆÙ·ıÏËÙ‹˜ Ì ˘„ËϤ˜ ÂȉfiÛÂȘ ÔÈ Ôԛ˜ ‰ÂÓ Â›Ó·È Â‡ÎÔÏÔ Ó· ·ÔÎÙËıÔ‡Ó ·fi ÙÔ˘˜ Û˘Ó·ıÏËÙ¤˜ ÙÔ˘˜ ÔÈ ÔÔ›ÔÈ ‰ÂÓ ÌÔÚÔ‡Ó Ó· ¤¯Ô˘Ó Â›‰ÔÛË Ô˘ Ó· ÙÔ˘˜ ÂÍ·ÛÊ·Ï›ÛÂÈ ÚfiÛ‚·ÛË ÛÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜. ŸÌˆ˜ fiÏË ·˘Ù‹ Ë ·ÊÚfiÎÚÂÌ· ÙÔ˘ ·ıÏËÙÈÎÔ‡ ‰˘Ó·ÌÈÎÔ‡ ۯ‰fiÓ fiÏ˘ Ù˘ Á‹˜, Ì ÙËÓ ÂÍ·›ÚÂÛË ÙˆÓ 958 Ô˘ ÙÔ˘˜ ‰›ÓÂÙ·È Î¿ÔÈ· ÂÈ‚Ú¿‚¢ÛË ÁÈ· ÙÔ˘˜ ÙÂÚ¿ÛÙÈÔ˘˜ ÎfiÔ˘˜ ÙÔ˘˜ Ô˘ Û˘¯Ó¿ ¤¯Ô˘Ó ÍÂÎÈÓ‹ÛÂÈ ·fi ÙËÓ Ó·ڋ ·È‰È΋ ËÏÈΛ·, fi¯È ÌfiÓÔ ‰ÂÓ ÂÈ‚Ú·‚‡ÂÙ·È ÁÈ· ÙÔ Î·ÙfiÚıˆÌ· ·˘Ùfi Ô˘ ÂÈÙ˘¯·›ÓÔ˘Ó Î·È ¤¯Ô˘Ó ‹‰Ë ÂÈÙ‡¯ÂÈ, ·ÏÏ¿ ·ÓÙÈı¤Ùˆ˜ ··ÍÈÒÓÔÓÙ·È Î·È ÂÍ·Ê·Ó›˙ÔÓÙ·È Û·Ó ·ÔÙ˘¯›Â˜ ¯·ÌËÏÒÓ ÂȉfiÛˆÓ. AÏÏ¿ Î·È ÔÈ 958 Ô˘ ÙÔ˘˜ ‰›ÓÂÙ·È Ë ÛÙÈÁÌÈ·›· ÂÈ‚Ú¿‚¢ÛË ÂÓfi˜ ÌÂÙ·ÏÏ›Ô˘ ¯¿ÓÔÓÙ·È ÛÙËÓ ·Ê¿ÓÂÈ· ·fi ÙËÓ

ÛÙÈÁÌ‹ Ô˘ ηÙ‚·›ÓÔ˘Ó ·fi ÙÔ ‚¿ıÚÔ Î·È Â›Ó·È Ì·ıËÌ·ÙÈο Û›ÁÔ˘ÚÔ fiÙÈ Â¿Ó ÛÙËÓ ÂfiÌÂÓË ·ıÏËÙÈ΋ ·Ó·Ì¤ÙÚËÛË Î¿ÙÈ ‰ÂÓ ¿ÂÈ Î·Ï¿ Î·È ‰ÂÓ Ê¤ÚÔ˘Ó ‰È¿ÎÚÈÛË ı· ÂÚ¿ÛÔ˘Ó Î·È ·˘ÙÔ› ÛÙËÓ ›‰È· ·Ê¿ÓÂÈ· Ô˘ ÂÚÈ̤ÓÂÈ ÙÔ˘˜ ˘fiÏÔÈÔ˘˜ Î·È Î·Ó›˜ ‰ÂÓ ı· ı˘ÌËı› ¤ÌÚ·ÎÙ· ÙËÓ ‰È¿ÎÚÈÛË / ηÙfiÚıˆÌ· Ô˘ ›ӷÈ

ÙÒÚ· ·ÚÂÏıfiÓ. ¶ÔÏÏÔ› ı· ʤÚÔ˘Ó ·ÓÙÈÚÚ‹ÛÂȘ ÛÙËÓ ·Ú·¿Óˆ ‰È·›ÛÙˆÛË Ï¤ÁÔÓÙ·˜ fiÙÈ ÔÈ OÏ˘ÌÈÔӛΘ ıˆÚÔ‡ÓÙ·È ‹ÚˆÂ˜ ÛÙËÓ ¯ÒÚ· ÙÔ˘˜ Î·È ¤¯Ô˘Ó ÔÏϤ˜ ¯ÚËÌ·ÙÈΤ˜ Î·È ¿ÏϘ ·ÔÏ·‚¤˜. A˘Ùfi fï˜ Â›Ó·È ÂÈÎÔÓÈÎfi ηıfiÙÈ Ô Ú·ÁÌ·ÙÈÎfi˜ ‹Úˆ·˜, Â¿Ó ˘Ôı¤ÛÔ˘Ì fiÙÈ ˘¿Ú¯ÂÈ, Â›Ó·È ¤Ó· ¿ÙÔÌÔ ÙÔ ÔÔ›Ô ÏfiÁˆ ÙÔ˘ ·ÚÔ˘˜ ÙÔ˘ ˆ˜ ‹Úˆ·˜ Â›Ó·È ·ÓÂÍ¿ÚÙËÙÔ˜ ÛÙË ˙ˆ‹ ÙÔ˘ (‰ËÏ·‰‹ ‰ÂÓ ÂÍ·ÚÙ¿Ù·È ·fi οÔÈÔÓ ¿ÏÏÔ ÁÈ· ÙËÓ ÂÚÁ·Û›· ÙÔ˘ ÙËÓ ÔÔ›· ÔÚ›˙ÂÈ Ô ›‰ÈÔ˜) Î·È ÙÔ Î‡ÚÔ˜ ÙÔ˘ ˆ˜ ‹Úˆ· ‰›ÓÂÈ ÛÙËÓ ÁÓÒÌË ÙÔ˘ Î·È ÛÙȘ ÂÈı˘Ì›Â˜ ÙÔ˘ ‚·Ú‡ÙËÙ· ÒÛÙ ӷ ·ÎÔÏÔ˘ıÂ›Ù·È ‹ ÙÔ˘Ï¿¯ÈÛÙÔÓ Ó· Ï·Ì‚¿ÓÂÙ·È ¿Ú· Ôχ ÛÔ‚·Ú¿ ˘’ fi„Ë Î·È Ó· ·ÔÚÚ›ÙÂÙ·È ÌfiÓÔ ÏfiÁˆ Ôχ ÛÔ‚·ÚÒÓ ÂȯÂÈÚËÌ¿ÙˆÓ. ŸÙ·Ó ϤÌ ‚·Ú‡ÙËÙ· ÁÓÒÌ˘ ÂÓÓÔԇ̠ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ· Ô˘ Ì›· ÙÂÎÌËÚȈ̤ÓË ı¤ÛË Î·È ··›ÙËÛË ÂÓfi˜ OÏ˘ÌÈÔÓ›ÎË ı· ›¯Â ÛÙÔ Ó· ÂÈÛ·ÎÔ˘Ûı› ÎÔÈÓˆÓÈο Î·È ÔÏÈÙÈο, ¯ˆÚ›˜ ۷ʤÛٷٷ Ó· ¯ÚÂÈ¿˙ÂÙ·È ·Ó ÔÏÈÙ¢ı› (‰ËÏ·‰‹ fiÛÔ ·ÔÙÂÏÂÛÌ·ÙÈÎfi˜ ı· ‹Ù·Ó ¤Ó·˜ OÏ˘ÌÈÔӛ΢ Â¿Ó Ì ÙÂÎÌËÚȈ̤ÓÔ˘˜ ÏfiÁÔ˘˜ Î·È ÛˆÛÙ¿ ÂȯÂÈÚ‹Ì·Ù· ··ÈÙÔ‡Û ÙËÓ ·ÏÏ·Á‹ ÂÓfi˜ ÔÏÈÙÈÎÔ‡ ÚÔÛÒÔ˘ fiˆ˜ ÙÔ˘ ˘Ô˘ÚÁÔ‡ ·ıÏËÙÈÛÌÔ‡ ‹ ÙÔ˘ ÚÔ¤‰ÚÔ˘ ÙÔ˘ ™E°A™ ‹ ÙÔ˘ ÚÔ¤‰ÚÔ˘ Ù˘ EOE ‹ Ù˘ ¢OE

ÁÈ· ÙËÓ ‚ÂÏÙ›ˆÛË ÙˆÓ Û˘ÓıËÎÒÓ ¿ıÏËÛ˘ ÙÔ˘ ȉ›Ô˘ Î·È ÙˆÓ Û˘Ó·ıÏËÙÒÓ ÙÔ˘. ◊ fiÛÔ Â‡ÎÔÏÔ Â›Ó·È Ó· ··ÈÙ‹ÛÂÈ ÙËÓ ·ÏÏ·Á‹ / ‚ÂÏÙ›ˆÛË ÙˆÓ Ì¤ÙÚˆÓ ÂϤÁ¯ˆÓ ÓÙfiÈÓÁÎ ÒÛÙ ӷ ÂϤÁ¯ÔÓÙ·È Ù· Û΢¿ÛÌ·Ù· Î·È ÔÈ Â˘ı‡Ó˜ ÁÈ· ÎÚÔ‡ÛÌ·Ù· Ó· ËÁ·›ÓÔ˘Ó fi¯È ÛÙÔ˘˜ ·ıÏËÙ¤˜ ·ÏÏ¿ ÛÙÔ˘˜ ηٷÛ΢·ÛÙ¤˜ / ‰È·ÎÈÓËÙ¤˜ ÙˆÓ Û΢·ÛÌ¿ÙˆÓ Î·È ÙÔ˘˜ ¯ÔÚËÁÔ‡˜ ·˘ÙÒÓ). K·Ó›˜ OÏ˘ÌÈÔӛ΢ ‰ÂÓ ÌÔÚ› Ó· › ‹ Ó· ·ԉ›ÍÂÈ fiÙÈ Ë Ó›ÎË ÙÔ˘ ÛÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜ ÌÂÙ¿ ·fi ÙfiÛÔ˘˜ ÎfiÔ˘˜, ı˘Û›Â˜ Î·È ·ÊÔÛ›ˆÛË ÙÔ˘ ÂÍ·ÛÊ¿ÏÈÛ ·˘Ùfi ÙÔ Î‡ÚÔ˜ Î·È ·˘Ù‹ ÙËÓ ÎÔÈÓˆÓÈ΋ ‚·Ú‡ÙËÙ·, ¤ÛÙˆ Î·È ÁÈ· ÙÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ̤¯ÚÈ Î¿ÔÈÔ˜ ¿ÏÏÔ˜ Ó· ÎÂÚ‰›ÛÂÈ ÙÔ ¯Ú˘Ûfi ÌÂÙ¿ÏÏÈÔ ÛÙÔ OÏ˘ÌÈ·Îfi ¿ıÏËÌ· ÙÔ˘. A˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ „˘¯ÔÏÔÁÈο Î·È ÎÔÈÓˆÓÈο ÔÈ OÏ˘ÌÈ·ÎÔ› AÁÒÓ˜ Â›Ó·È ¤Ó· ›‰Ô˜ ÂÚÈÔ‰ÈÎÒÓ ·ÁÎÔÛÌ›ˆÓ ÂÍÂÙ¿ÛÂˆÓ Î·È ‰È·‰Èηۛ·˜ ηٿٷ͢ ÛÙËÓ ÔÔ›· fiÏÔÈ Â›Ó·È ·Ó·ÏÒÛÈÌÔÈ, ηÓ›˜ ‰ÂÓ ÂÍ·ÛÊ·Ï›˙ÂÈ Ì›· ‰È¿ÎÚÈÛË Û ‚¿ıÔ˜ ¯ÚfiÓÔ˘ Î·È fiÏÔÈ ÏËÚÔÊÔÚÔ‡ÓÙ·È fiÙÈ ÔÙ¤ ‰ÂÓ ı· Â›Ó·È Ú·ÁÌ·ÙÈο ÙÔ ÓÔ‡ÌÂÚÔ 1 ‰ÈfiÙÈ Ôχ Û‡ÓÙÔÌ· οÔÈÔ˜ ¿ÏÏÔ˜ ı· ÙÔ˘˜ ÍÂÂÚ¿ÛÂÈ Î·È ÂΛÓÔÈ ‰ÂÓ ı· ÌÔÚÔ‡Ó Ó· ÙÔÓ ÛÙ·Ì·Ù‹ÛÔ˘Ó. A˘Ùfi, Â¿Ó ÙÔ ÂÍÂÙ¿˙·Ì ·fi Ì›· ·È‰·ÁˆÁÈ΋ ¿Ô„Ë, ı· ÙÔ Ï¤Á·Ì ¿ÎÚˆ˜ ·ÓÙÈ-ÂÎ·È‰Â˘ÙÈÎfi Î·È ·ÓÙÈ·È‰·ÁˆÁÈÎfi Û‡ÛÙËÌ· ‰ÈfiÙÈ Â›Ó·È ‘ÛÙË̤ÓÔ’ ÒÛÙ Û οÔÈ· Ê¿ÛË fiÏÔÈ ı· ¯¿ÛÔ˘Ó: ηӤӷ˜ ·ıÏËÙ‹˜ ‰ÂÓ ÌÔÚ› Ó· Ì›ÓÂÈ ÎÂÚ‰ÈṲ̂ÓÔ˜ Î·È ·ÎfiÌ· Î·È ÔÈ ÈÔ ‰È¿ÛËÌÔÈ ı· ͯ·ÛÙÔ‡Ó. A˘Ùfi ·ÔÙÂÏ› ÙÂÚ¿ÛÙÈ· Û·Ù¿ÏË Î·È Î·Ù·ÛÙÚÔÊ‹ ÂÍ·ÈÚÂÙÈ΋˜ ÔÈfiÙËÙ·˜ AÓıÚÒÈÓÔ˘ ¢˘Ó·ÌÈÎÔ‡ ÙÔ ÔÔ›Ô ¤¯ÂÈ ·ԉ›ÍÂÈ fiÙÈ ¤¯ÂÈ Î·È ÙÔ Î›ÓËÙÚÔ Î·È ÙËÓ ‰˘Ó·ÙfiÙËÙ· Î·È ÙËÓ ‰¤ÛÌ¢ÛË / ·ÊÔÛ›ˆÛË Ó· οÓÂÈ fiÙÈ ¯ÚÂÈ·ÛÙ› ÁÈ· Ó· ÂÙ‡¯ÂÈ ¤Ó·Ó ¿Ú· Ôχ ‰‡ÛÎÔÏÔ ÛÙfi¯Ô. A˘Ùfi ÙÔ ÔÔ›Ô ‰Â›¯ÓÂÙ·È Û ·˘Ùfi ÙÔ AÓıÚÒÈÓÔ ¢˘Ó·ÌÈÎfi Ô˘ ¤¯ÂÈ ·ԉ›ÍÂÈ fiÙÈ Â›Ó·È Ï‹Úˆ˜ ÂÎ·È‰Â‡ÛÈÌÔ Î·È Ì ÙËÓ ÛˆÛÙ‹ ·È‰·ÁˆÁÈ΋ / ÂÎ·È‰Â˘ÙÈ΋ ̤ıÔ‰Ô (fiˆ˜ ¤¯Ô˘Ì ηχ„ÂÈ Û ÔÏÏ¿ ÂÚ·Ṳ̂ӷ ¿ÚıÚ·) Â›Ó·È fiÙÈ fiÛÔ ı·˘Ì·ÛÙ‹ Î·È Â¿Ó Â›Ó·È Ë Â›‰ÔÛË ÙÔ˘, fiÛÔ Î·È ÈÔ ¿Óˆ ·fi ÙÔÓ Ì¤ÛÔ fiÚÔ Î·È Â¿Ó Î·Ù·Ê¤ÚÂÈ Ó· ÊÙ¿ÛÂÈ ÔÙ¤ ‰ÂÓ ı· Â›Ó·È ·ÚÎÂÙ¿ ηÏfi ÁÈ· Ó· ÙÔ˘ ‰ÒÛÂÈ Ë ÎÔÈÓˆÓ›· fi¯È ÌfiÓÔ Ì›· ÂÊ‹ÌÂÚË ‘ Ì ·Ó·ÛÙÔÏ‹ ’ ·Ô‰Ô¯‹ ·ÏÏ¿ Ì›· ÁÂÓÈ-

΋ Î·È ·ÌÂÙ¿ÎÏËÙË ·Ô‰Ô¯‹ fiˆ˜ ÙÔ˘ ·Í›˙ÂÈ. H ÎÔÈÓˆÓ›· ‰ÂÓ ·ÍÈÔÔÈ› ·˘Ùfi ÙÔ AÓıÚÒÈÓÔ ¢˘Ó·ÌÈÎfi fiˆ˜ Î·È ‰ÂÓ ·ÍÈÔÔÈ› ÙÔ ÂÍ·›ÚÂÙÔ AÓıÚÒÈÓÔ ¢˘Ó·ÌÈÎfi Ô˘ ηٷʤÚÓÂÈ Ó· ÂÈÙ‡¯ÂÈ Û ·¿ÓıÚˆ˜ ·Î·‰ËÌ·˚΋˜ ʇÛˆ˜ ÂÍÂÙ¿ÛÂȘ (ÔÈ Ôԛ˜ ¤¯Ô˘Ó ·ÚfiÌÔÈ· ¯·Ú·ÎÙËÚÈÛÙÈο Ì ÙËÓ ‰È·‰Èηۛ· ·ÓÙÈÌÂÙÒÈÛ˘ ÙˆÓ ·ıÏËÙÒÓ ÛÙÔ˘˜ OÏ˘ÌÈ·ÎÔ‡˜ AÁÒÓ˜ Î·È ÌÂÙ¿) ·ÊÔ‡ ‹‰Ë ¤¯ÂÈ Î·Ù·Ê¤ÚÂÈ Ó· ·ÔÊÔÈÙ‹ÛÂÈ ·fi ¤Ó· ÂÍ·ÈÚÂÙÈο ‰‡ÛÎÔÏÔ ‰Â˘ÙÂÚÔ‚¿ıÌÈÔ Â›Â‰Ô ÏfiÁˆ Ù˘ ··Ú¿‰ÂÎÙ˘ ÌÂıÔ‰ÔÏÔÁ›·˜ ‰È‰·¯‹˜ ÛÙ· Û¯ÔÏ›· fiˆ˜ ·˘Ù‹ ¤¯ÂÈ Û¯Â‰È·ÛÙ› ·fi ÙÔ Y¶E¶£ Î·È ÙÔ ¶·È‰·ÁˆÁÈÎfi IÓÛÙÈÙÔ‡ÙÔ ·ÁÓÔÒÓÙ·˜ ÙȘ ˘ԉ›ÍÂȘ fiÏˆÓ ÙˆÓ Î·ıËÁËÙÒÓ, Ì·ıËÙÒÓ Î·È ÁÔÓ¤ˆÓ ÁÈ· ÙËÓ Ôχ ¯·ÌËÏ‹ ÔÈfiÙËÙ· ÙˆÓ ÚÔÁÚ·ÌÌ¿ÙˆÓ ÙÔ˘. A˘Ùfi ÙÔ ÔÔ›Ô ÔÊ›ÏÔ˘Ì ӷ οÓÔ˘ÌÂ, Â¿Ó Ú·ÁÌ·ÙÈο ¤¯Ô˘Ì ÙËÓ ‰˘Ó·ÙfiÙËÙ· ˆ˜ ¿ÓıÚˆÔÈ Ó· ηٷϿ‚Ô˘ÌÂ Î·È Ó· ·ÍÈÔÔÈ‹ÛÔ˘Ì ÙÔ ÙÂÚ¿ÛÙÈÔ ¢˘Ó·ÌÈÎfi ÙˆÓ Ó¤ˆÓ AÓıÚÒˆÓ Î·È ÙÔÓ ÏÔ‡ÙÔ Û fiÏ· Ù· Â›‰· Ô˘ ·˘ÙÔ› ı· ÌÔÚÔ‡Û·Ó Ó· ÚÔÛʤÚÔ˘Ó Û fiÏÔ˘˜ Ì·˜ ·ÓÂÍ·ÈÚ¤Ùˆ˜ Û ‰È¿ÊÔÚ˜ ÌÔÚʤ˜ ¯Ú‹ÛÈ̘ ÁÈ· ÙËÓ ÎÔÈÓˆÓ›· (ÂÓÒ ·˘Ù‹ ÙË ÛÙÈÁÌ‹ Ô ÏÔ‡ÙÔ˜ ·ÔÛ¿Ù·È ·fi ÙÔ˘˜ Ï›ÁÔ˘˜ Ô˘ ¤¯Ô˘Ó ·Ó¿ÁÎË Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó Ì·˙Èο ÙËÓ ·Í›· ÙÔ˘ ÎfiÛÌÔ˘), ÙÔÓ ÔÏÈÙÈÛÌfi Î·È ÙËÓ Â˘ËÌÂÚ›·, Â›Ó·È Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘Ì fiÏ· ·˘Ù¿ Ù· ¿ÙÔÌ· Ô˘ ÚÔÛ·ıÔ‡Ó ÙfiÛÔ Ôχ Ó· ¤¯Ô˘Ó ÙËÓ ·Ô‰Ô¯‹ Î·È ÙÔÓ Û‚·ÛÌfi Ì·˜ Ì ıÂÙÈÎÈÛÌfi/ ·Ô‰Ô¯‹, ÂÎÙ›ÌËÛË Î·È ·Ó·ÁÓÒÚÈÛË ÙˆÓ ‰˘Ó·ÙÔÙ‹ÙˆÓ Î·È ‰ÈÔ¯¤Ù¢ÛË ÙÔ˘˜ Û ·˘ÙÔ‡˜ ÙÔ˘˜ ‰ÚfiÌÔ˘˜ Î·È Ô‰Ô‡˜ Ô˘ Ë ÂÈÙ˘¯›· ÙÔ˘˜ ı· Â›Ó·È ‰È·¯ÚÔÓÈ΋, ‰ËÌÈÔ˘ÚÁÈ΋ Î·È ·ÍÈÔÔÈ‹ÛÈÌË. E›Ó·È Îڛ̷ Î·È fiÓÂȉԘ ÂÍ·›ÚÂÙÔÈ Ó¤ÔÈ ÔÈ ÔÔ›ÔÈ ‰Ô‡Ï„·Ó ÛÎÏËÚ¿ ÁÈ· Ó· οÓÔ˘Ó ÂÚ‹Ê·ÓÔ ÙÔ ÎÔÈÓˆÓÈÎfi Û‡ÓÔÏÔ ÛÙÔ ÔÔ›Ô ·Ó‹ÎÔ˘Ó ÂÚÈÛÛfiÙÂÚÔ ·fi ÙÔÓ Â·˘Ùfi ÙÔ˘˜, Ó· ··ÍÈÒÓÔÓÙ·È Î·È Ó· ‰È·Û‡ÚÔÓÙ·È Û ‚·ıÌfi Ô˘ Ó· ·Ó·Áο˙ÔÓÙ·È Ó· ÂÎ·ÙÚÈÛÙÔ‡Ó Î·È ÙËÓ ·Í›· ÙÔ˘˜ Ó· ÙËÓ ·Ó·ÁÓˆÚ›ÛÔ˘Ó ¿ÏÏÔÈ, fiˆ˜ Û˘Ó¤‚Ë Ì ÙÔÓ ÚˆÙÔfiÚÔ ÛÙËÓ Á˘ÌÓ·ÛÙÈ΋ XÚ˘Ûfi OÏ˘ÌÈÔÓ›ÎË I. MÂÏÈÛÛ·Ó›‰Ë, ηıÒ˜ Î·È Ï‹ıÔ˜ ‰È·ÓÔÈÒÓ Ô˘ ÂΉÈÒ¯ıËÎ·Ó Ì¤Ûˆ ÙˆÓ ‰È·‰ÈηÛÈÒÓ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Û ·ÓÂÈÛÙ‹ÌÈ· ÙÔ˘ Â͈ÙÂÚÈÎÔ‡ ¯ˆÚ›˜ Ó· Â·Ó··ÙÚÈÛıÔ‡Ó ÔÙ¤. ÕÚıÚÔ ·fi ÙÔ editorial Ù˘ ÂȉÈ΋˜ ÈÛÙÔÛÂÏ›‰·˜ : www.humansupport.gr

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La motivation en classe de langue: devoir ou jeu? La motivation est au centre du débat pédagogique. Les enseignants s'accordent à dire qu'elle éveille le désir d'apprendre chez les apprenants. Mais, il semble qu'elle fasse souvent défaut dans la classe. Quels sont donc les obstacles à cette motivation ? Quelles sont les stratégies à adopter pour motiver le public aujourd'hui ? Y a-t-il des antidotes à l'ennui et à la monotonie ? Comment retrouver le plaisir d'enseigner, sans lequel il ne peut être question du plaisir d'apprendre: moteur essentiel de la motivation? L'école entre de plus en plus en concurrence avec la télévision, les jeux vidéo, la téléphonie mobile, Internet, ... Plutôt que de s'insurger contre cette concurrence, nous devrions miser sur la création d'activités variées développant la créativité et, surtout, la motivation de l'apprenant. Car, l'école n'est pas un jeu vidéo (qui donne une satisfaction immédiate), et on ne peut prétendre que les élèves tombent en extase pour le cours de langue.

Si, le professeur doit naturellement faire des efforts pour rendre ses cours intéressants ce n'est pas seulement ceci qui suffira à pousser les élèves à faire les efforts personnels nécessaires pour retravailler (en groupe ou seul chez lui) les structures essentielles à l'apprentissage de langue(s). Pour la plus grande majorité des élèves, deux heures de cours de langue par semaine ne seront pas une partie de plaisir, quoi qu'on fasse. Ce qu'il faut, c'est les convaincre à jouer le jeu et à prendre plaisir. Les élèves ont tendance à justifier leur refus de jouer le jeu et de s'investir par l'impression que ce qu'ils apprennent ne sert presque à rien. On demande donc au professeur de justifier l'utilité de sa matière. Or, il faut savoir, que hormis quelques compétences basiques (se présenter, se rencontrer et saluer, demander,…etc), le contenu d'un chapitre particulier ne sert pas grande chose dans l'absolu. Car, il est clair que la plupart des élèves ne s'en serviront que très peu dans leur

par Constantin TEGOS vie de tous les jours ou professionnelle (plus tard), et qu'au fond ne s'en serviront que ceux qui auront choisi volontairement une voie où on s'en sert, par exemple, le tourisme, l'économie... etc. La vérité c'est que les connaissances scolaires, concernant l'apprentissage des langues, servent dans leur globalité pour la culture générale (non pas pour les diplômesÅ) et, exceptionnellement, pour la formation du raisonnement et de l'esprit critique. On ne peut donc exiger du professeur qu'il justifie systématiquement que ce qu'il fait sert. Toutefois, ce que le professeur doit faire en permanence, c'est montrer à

quoi ce qu'il enseigne peut servir. Là est toute la nuance. C'est une exigence intellectuelle évidente qu'on ne peut se contenter de justifier une notion par le fait qu'elle est au programme. Si elle est au programme, il doit y avoir une raison. L'explicitation de ces raisons, intégrée dans chaque leçon, permettra de rendre l'enseignement des langues plus intéressant pour le professeur et pour l'élève motivé, et pour celui qui a simplement décidé de jouer le jeu et faire ce qu'on lui demande. L'école doit prendre conscience qu'il y a dans la société des contre-pouvoirs Ç qui détruisent par la séduction ce qu'elle bâtit à grand peine. Si on juge que l'école a un rôle important à jouer dans la construction et l'évolution de la société, il faut qu'elle ose reconnaître

l'existence de ces contre-pouvoirs et aller contre eux lorsque cela s'avère nécessaire dans un but éducatif. L'école a un pouvoir considérable (par le temps que les élèves y passent chaque jour), il faut qu'elle s'en serve pour porter un véritable projet de société. C'est là que se situe la véritable solution, bien plus que dans le bouleversement des pratiques pédagogiques de formation ou d'orientation. Tout ceci n'enlève rien bien sûr à la nécessité pour chaque professeur de s'interroger sans cesse sur la manière d'améliorer sa pratique et de rendre son cours plus intéressant. Ainsi, il ira de plus en plus à la rencontre de chaque élève, de sa spécificité et il fera son cours en fonction d'une norme établie pour sa classe.

(Å) «Réussir la Certification en Langue Française KPg B1, B2, C1» EDITIONS TEGOS - www.editionstegos.com «Réussir les nouveaux DELF A1, A2, B1, B2 & DALF C1, C2» EDITIONS TEGOS - www.editionstegos.com «e-Dictionnaires : Français<>Grec & English<>Greek» EDITIONS TEGOS - www.editionstegos.com (Ç) Le manque de considération et de valorisation par les élèves, les parents, parfois par les collègues ou la hiérarchie conduit souvent certains enseignants des cours de langues à une démotivation importante. La démotivation naît d'un écart devenu insupportable entre ce que l'on croit et ce que l'on fait…

New Word on the Block In this column we will be presenting you with new words, or new uses of old words so that you are always up to date! Contextomy In 2006, billboards outside the London Palladium proclaimed that the show Sinatra had ‘energy, razzmatazz and technical wizardry’, an endorsement that was taken from a review of the show. Nothing unusual there, extracts from reviews – known as ‘pull quotes’ – are frequently used to promote films, plays and books and limited space necessitates the selection of a phrase or even a single word. However, seeing this particular pull quote in its original sentence reveals that the review was rather less enthusiastic: ‘For all the energy, razzmatazz and technical wizardry, the audience had been short-changed’. This practice of excising text from a passage in a way that alters its original meaning is known as contextomy, a combination of the word ‘context’ with the combining form ‘–tomy’, which means surgical incision. It is also known as ‘quote doctoring’ or ‘quotemanship’. Historian Milton Mayer first coined the term contextomy in the 1960s to

describe the way that religious Jewish texts were manipulated by the Nazis in the 1930s in order to fuel anti-Semitic propaganda. Today, contextomy is employed for far less sinister motives, but has been in the news recently because the practice has been outlawed by the EU. New legislation ‘The Unfair Commercial Practices Directive’ is targeted at companies that ‘falsely claim accreditation’ by ‘not being true to the terms of the original endorsement’. So anyone promoting a book or a film with the word ‘tremendous!’, when the original review actually said ‘a tremendous bore...’, could potentially face a maximum penalty of a í5,000 fine or up to two years in prison.

Vuvuzela Coming soon to a football ground near you is the vuvuzela: a long trumpet that makes a loud noise, if not a particularly dulcet one. Originally made of tin, but now made of plastic, the vuvuzela produces a distinctive, intense noise when blown, a sound which has been compared to that of an elephant or, worse still, a foghorn.

football finals, the instrument is guaranteed to be heard across the globe. The origin of the word vuvuzela is not entirely certain. One theory is that it is onomatopoeic of the ‘vu-vu’ sound the horn makes; another favoured idea is that it derives from the Zulu word for ‘making noise’. Some see the vuvuzela as the modern Source: Chambers Wordwatch descendant of the southern Column Editor: Lawrence Mamas (Andrew Betsis ELT) [email protected] African kudu horn, a traditional instrument fashioned from the hollowed-out horn of the kudu The vuvuzela originates in South antelope. Africa, where it became tremendously popular at football With the vuvuzela becoming a symbol of football in South matches in the 1990s. By 2001, Africa, we can expect the 2010 vuvuzelas were being produced World Cup to be a colourful – in bright colours to match the and noisy – affair. strips of the teams in the South African soccer leagues. By the On-trend 2008 African football If you read a fashion magazine tournament, the Cup of Nations, the instrument had been adopted fifty years ago, you might have learned what was 'hip'. A decade by the fans of many countries later, a similar publication would and the raucous buzz of give you the dope on what was thousands of vuvuzelas in unison 'groovy' or 'gear'. Each could be heard whenever an generation seems to find its own attacking team reached the penalty box. And, now that South terminology to denote what is acceptable in terms of style: 'all Africa has been announced as the go', 'with it', 'fly', 'sharp' and the host of the 2010 World Cup 'snazzy' have all enjoyed a vogue

at one time or another – yet each of these terms would immediately stigmatize the speaker as being distinctly unfashionable if it were used today. For those who are in the know, the current term to use is ontrend. This term has been used in fashionable circles to describe items as diverse as Melba toast, metallic waistbands, gold leather bags and kimonos. If this comes as news to you, consider yourself 'off-trend'. This latest jargon seems apposite for a society where there is a premium on conforming to the lead of a few influential opinionformers. But things can change quickly, and to remain fashionable you need to make a conscious effort to monitor the latest trends, much in the same way that contemporary politicians have to keep abreast of the latest briefings to be sure of being 'on-message' at all times. It all seems a far cry from the times when the hallmark of being fashionable and cool was the effortlessness with which the feat was accomplished.

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Ì·˙› Ì·˜ ¯ˆÚ›˜ Êfi‚Ô. ™˘ÓÈÛÙԇ̠Â›Û˘ ÂÁοډȷ ÙÔ ·ÚfiÓ ‚È‚Ï›Ô ÛÙ· ¿ÙÔÌ· Ì ·Ó·ËÚ›·. 1. AÓ ÎÚ›ÓÂÙ fiÙÈ ˘¿Ú¯ÂÈ ·Ó¿ÁÎË Ó· ‚ÔËı‹ÛÂÙ ¤Ó· ¿ÙÔÌÔ Ì ·Ó·ËÚ›·, ÚˆÙ‹ÛÙ ÙÔÓ/ÙËÓ ÔÈÔ˜ Â›Ó·È Ô Î·Ï‡ÙÂÚÔ˜ ÙÚfiÔ˜ Ó· ÙÔ Î¿ÓÂÙÂ. 2. ŸÙ·Ó Û˘ÛÙ‹ÓÂÛÙ Û ¤Ó· ¿ÙÔÌÔ Ì Ù¯ÓËÙfi ‹ ·ÎÚˆÙËÚÈ·Ṳ̂ÓÔ ¯¤ÚÈ, ÌËÓ ·ÔʇÁÂÙ ӷ ÙÔ˘ ‰ÒÛÂÙ ÙÔ ¯¤ÚÈ Û·˜. ¢ÒÛÙ ÙÔ ·ÚÈÛÙÂÚfi Û·˜ ¯¤ÚÈ ‹ ·ÁÁ›ÍÙ ÙÔÓ/ÙËÓ Ì ÌÈ· ÊÈÏÈ΋ ¯ÂÈÚÔÓÔÌ›·. 3. MÈÏ‹ÛÙ ·¢ı›·˜ ÛÙÔ ¿ÙÔÌÔ Ì ·Ó·ËÚ›· ·Ú¿ ̤ۈ ÁÔÓ¤·, Û˘ÓÂÚÁ¿ÙË, Û˘ÓÔ‰Ô‡ ‹ ‰ÈÂÚÌËÓ¤·. 4. MÈÏ‹ÛÙÂ Ê˘ÛÈÔÏÔÁÈο, ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÎÔÈÓ¤˜ ÂÎÊÚ¿ÛÂȘ fiˆ˜ «Ù· ϤÌ», «Ú¤ÂÈ Ó· ÚÔÏ¿‚ˆ», «ı· ¤¯ÂȘ Ó¤· ÌÔ˘ Û‡ÓÙÔÌ·» —·ÓÂÍ¿ÚÙËÙ· ·fi ÙËÓ ·Ó·ËÚ›·

8. ŸÙ·Ó ¯·ÈÚÂٿ٠¤Ó· Ù˘ÊÏfi ¿ÙÔÌÔ ‹ ¿ÙÔÌÔ Ì ÌÂȈ̤ÓË fiÚ·ÛË, ›Ù ÙÔ˘/ Ù˘ ÙÔ fiÓÔÌ¿ Û·˜. AÓ EÓË̤ڈÛ˘, ·ÓÙ·ÔÎÚÈÓfiÌÂÓË ÙÔ˘/Ù˘ ÚÔÛʤÚÂÙ ‚Ô‹ıÂÈ· ÛÙÔ ÛÙÔ ·›ÙËÌ· Ù˘ ¤‰Ú·˜ Ù˘ ÂÚ¿ÙËÌ·, ·Ê‹ÛÙ ÙÔÓ/ÙËÓ Ó· ·UNESCO ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ M·ÎÔ˘Ì‹ÛÂÈ ÛÙÔ ‚Ú·¯›ÔÓ¿ Û·˜. ΉÔÓ›·˜, ÚÔ¯ÒÚËÛ ÛÙËÓ ¤Î‰ÔÛË 9. ÕÙÔÌ· Ì ÚÔ‚Ï‹Ì·Ù· ·ÎÔ‹˜ ·˘ÙÔ‡ ÙÔ˘ Û‡ÓÙÔÌÔ˘ Ô‰ËÁÔ‡ ÛÙËÓ ‹ fiÚ·Û˘ ÌÔÚÔ‡Ó Ó· ÂÈÎÔÈÓˆÓ‹ÂÏÏËÓÈ΋ ÁÏÒÛÛ·. ¶ÂÚȤ¯ÂÈ ‰ÂηÔÛÔ˘Ó Â›Û˘ Î·È Ì¤Ûˆ Ù˘ ·›ÛıËÛ˘ ÎÙÒ Î·ÓfiÓ˜ Û˘ÌÂÚÈÊÔÚ¿˜ ηıËÙ˘ ·Ê‹˜. AÓ Û˘Ó·ÓÙ‹ÛÂÙ ¤Ó· Ù¤ÌÂÚÈÓ‹˜ ÂÈÎÔÈÓˆÓ›·˜ Ì ¿ÙÔÌ· Ì ÙÔÈÔ ¿ÙÔÌÔ, ÌÔÚ›Ù ӷ ÂÈÎÔÈÓˆ·Ó·ËÚ›·. TÔ Î›ÌÂÓÔ ·ÔÙÂÏ› ÌÂÓ‹ÛÂÙ ̷˙› ÙÔ˘ Û¯ËÌ·Ù›˙ÔÓÙ·˜ ÎÂÙ¿ÊÚ·ÛË ·fi Ù· ·ÁÁÏÈο Ù˘ ·ÓٛʷϷ›· ÁÚ¿ÌÌ·Ù· ÛÙËÓ ·Ï¿ÌË ÛÙÔȯ˘ ¤Î‰ÔÛ˘ Ù˘ KÚÔ·ÙÈ΋˜ 6. EÈÎÂÓÙÚÒÛÙ ÙËÓ ÚÔÛÔ¯‹ ÙÔ˘/Ù˘. ™˘ÓÔÌÔÛÔÓ‰›·˜ AÙfiÌˆÓ Ì AÓ·Û·˜ Û ¿ÙÔÌÔ Ì ÚÔ‚Ï‹Ì·Ù· ÔÌÈ10.AÓ ‰ÂÓ ¤¯ÂÙ ÔÈÎÂÈfiÙËÙ· Ì ¤ËÚ›·. H ÔÚıfiÙËÙ· ÙˆÓ fiÚˆÓ Ô˘ Ï›·˜. AÓ ‰ÂÓ Î·Ù·Ï·‚·›ÓÂÙ ÙÈ Ï¤ÂÈ Ó· ¿ÙÔÌÔ Ì ·Ó·ËÚ›· ·ÔʇÁÂÙ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È ¤¯ÂÈ ÂÏÂÁ¯ı› ·ÙÔ ¿ÙÔÌÔ ·˘Ùfi, ˙ËÙ‹ÛÙ ÙÔ˘/Ù˘ Ó· Ó· ÙÔÓ/ ÙËÓ ÚˆÙ‹ÛÂÙ ÁÈ· ÙËÓ ·Ó·fi ÙËÓ EıÓÈ΋ ™˘ÓÔÌÔÛÔÓ‰›· ÙÔ Â·Ó·Ï¿‚ÂÈ. MËÓ ÚÔÛÔÈ›ÛÙ ËÚ›· ÙÔ˘/Ù˘ ‹ ÙȘ ·Èٛ˜ Ù˘. AÙfiÌˆÓ Ì AÓ·ËÚ›· (E™AÌÂA). fiÙÈ Î·Ù·Ï¿‚·ÙÂ. 11.N· ›ÛÙ ‰È·ÎÚÈÙÈÎfi˜ Î·È ˘Ô7. MÈÏ¿Ù ·ÚÁ¿ Î·È Î·ı·Ú¿ Û ÌÔÓÂÙÈÎfi˜, ¤Ó· ¿ÙÔÌÔ Ì ·Ó·ËÚ›· III. Izdanje ¤Ó· ¿ÙÔÌÔ Ì ÚÔ‚Ï‹Ì·Ù· ·ÎÔ‹˜. ÌÔÚ› Ó· ¯ÚÂÈ·ÛÙ› ÂÚÈÛÛfiÙÂÚÔ KÚÔ·Ù›·, Z¿ÁÎÚÂÌ, M¿ÚÙÈÔ˜ MË ÊˆÓ¿˙ÂÙÂ Î·È ÌË ÌÈÏ¿Ù ̤۷ ¯ÚfiÓÔ ÁÈ· Ó· οÓÂÈ Î¿ÙÈ. 2003 12. MËÓ Â·ÈÓ›Ù ˘ORIGINAL AND ÂÚ‚ÔÏÈο ¤Ó· ¿ÙÔÌÔ Ì AUTHORS RIGHTS: ·Ó·ËÚ›· Ô˘ ÂÎÙÂÏ› Ê˘Croatian Union of Physically ÛÈÔÏÔÁÈΤ˜ ηıËÌÂÚÈÓ¤˜ Disabled Persons Associations ÂÚÁ·Û›Â˜. KÚÔ·ÙÈ΋ ™˘ÓÔÌÔÛÔÓ‰›· 13. EÓÒ ÂÚÈ̤ÓÂÙ ÛÙË AÙfiÌˆÓ Ì AÓ·ËÚ›· ÁÚ·ÌÌ‹, ·Ú·¯ˆÚ‹ÛÙ ÙË 1000 Zagreb, Sostariceva 8, ı¤ÛË Û·˜ Û ¤Ó· ¿ÙÔÌÔ Ì Croatia, ÙËÏ/Ê·Í: (01)4812FURNITURE FOR: SCHOOLS OFFICES HOTELS ·Ó·ËÚ›· ‹ ÌÂÛÔÏ·‚‹ÛÙ 004 ÒÛÙ ÙÔ ¿ÙÔÌÔ ·˘Ùfi Ó· GENERAL TRADE - IMPORT - EXPORT ÚÔ¯ˆÚ‹ÛÂÈ ÌÚÔÛÙ¿ ÛÙË AÓ Î·È ¤Ó·˜ ÛÙÔ˘˜ ‰¤Î· ÛÂÈÚ¿ Î·È ÌËÓ ÛÙ¤ÎÂÛÙ ··ÓıÚÒÔ˘˜ ¤¯ÂÈ Î¿ÔÈÔ˘ ÎÚÈ‚Ò˜ ÌÚÔÛÙ¿ ÙÔ˘ Û ›‰Ô˘˜ ·Ó·ËÚ›·, ÔÈ ¿ÓıÚˆÔÈ Ôχ ÎÔÓÙÈÓ‹ ·fiÛÙ·ÛË. Û˘Ó‹ıˆ˜ ÓÈÒıÔ˘Ó ·Ì˯·Ó›· fi14.ŸÙ·Ó ¯ÚËÛÈÌÔÔÈ›M‡ÏˆÓ 75, 104 41 Aı‹Ó· Ù·Ó Û˘Ó·ÓÙÔ‡Ó ¤Ó· Ù¤ÙÔÈÔ ¿ÙÔÙ ̤۷ Ì·˙È΋˜ ÌÂÙ·ÊÔÌÔ. §fiÁˆ Ù˘ ·ÓÂ·ÚÎÔ‡˜ TËÏ.: 210 51 50 450 Ú¿˜ ÚÔÛʤÚÂÙ ÙË ı¤ÛË ÁÓÒÛ˘ ÙˆÓ ·Ó·ÁÎÒÓ ÙÔ˘˜ Î·È Û·˜ ÛÙÔ ¿ÙÔÌÔ Ì ·Ó·ËFax: 210 51 57 507 ÙˆÓ ÂÚÈÔÚÈÛÌÒÓ ÙÔ˘˜, ÙˆÓ Ú›·. BÔËı‹ÛÙ ÙÔ Ó· ÂÈ‚ÈÙÚfiˆÓ Ô˘ ÚÔÛʤÚÂÙ·È Î·È ‚·ÛÙ› ‹ Ó· ·Ô‚È‚·ÛÙ› Ï·Ì‚¿ÓÂÙ·È ‚Ô‹ıÂÈ· Î·È ÏfiÁˆ www.marantoni.gr ·fi ÙÔ ÏˆÊÔÚ›Ô, ÙÔ Ù˘ ÚÔηٿÏ˄˘ ‹ ÙÔ˘ ÊfiÙÚ·Ì ‹ ÙÔ ·ÂÚÔÏ¿ÓÔ, ·e-mail:[email protected] ‚Ô˘ ÁÈ· ÙÔ ¿ÁÓˆÛÙÔ, ÔÈ ¿ÓıÚˆÊÔ‡ ÚÒÙ· ÚˆÙ‹ÛÂÙ Ì ÔÈ Â›Ó·È ·Úfiı˘ÌÔÈ Ó· ÂÈÔÈfiÓ ÙÚfiÔ ÌÔÚ›Ù ӷ ÎÔÈÓˆÓ‹ÛÔ˘Ó Î·È Ó· ÚÔÛʤÔ˘ ¤¯ÂÈ ÙÔ ¿ÙÔÌÔ ·˘Ùfi. MË ÊÔ‚¿- ÛÙÔ ·˘Ù› ÙÔ˘/Ù˘. OÈ ÂÎÊÚ¿ÛÂȘ ÙÔ˘ ‚ÔËı‹ÛÂÙ ηχÙÂÚ·. ÚÔ˘Ó ‚Ô‹ıÂÈ· Û ¿ÙÔÌ· Ì ·Ó·Ë- ÛÙ ӷ ¯ÚËÛÈÌÔÔÈ‹ÛÂÙ ϿıÔ˜ Ϥ- ÚÔÛÒÔ˘ Û·˜ Î·È ÔÈ ÎÈÓ‹ÛÂȘ ÙˆÓ 15. MËÓ ·ÁÁ›˙ÂÙ ٷ ÔÚıÔ‰Èο Ú›·. ™¯Â‰È¿Û·Ì ·˘Ùfi ÙÔ ‚È‚Ï›Ô Î·- ÍÂȘ. ¯ÂÈÏÈÒÓ Û·˜ ‚ÔËı¿Ó ÙÔ ¿ÙÔÌÔ Ì ‚ÔËı‹Ì·Ù· (·ÙÂÚ›ÙÛ˜, Ì·ÛÙÔ‡ÓfiÓˆÓ Û˘ÌÂÚÈÊÔÚ¿˜ Ô‰ËÁÔ‡ÌÂÓÔÈ 5. AÓ ÌÈÏ¿Ù ÁÈ· Ï›ÁÔ Ì ¿ÙÔÌÔ ÚÔ‚Ï‹Ì·Ù· ·ÎÔ‹˜ Ó· Û·˜ ηٷϿ- ÓÈ, ·Ó·ËÚÈÎfi ηÚÔÙÛ¿ÎÈ), ·Ú¿ ·fi ÙËÓ ÂÈı˘Ì›· Ó· ‚ÂÏÙȈı› Ë Û ·Ó·ËÚÈÎfi ηÚfiÙÛÈ, ÚÔÛ·ı‹- ‚ÂÈ. AÓ ÂÍ·ÎÔÏÔ˘ı›Ù ӷ ÌËÓ Â›ÛÙ ÌfiÓÔ ·Ó Û·˜ ¤¯ÂÈ ˙ËÙËı›. MË ÛÙËηıËÌÂÚÈÓ‹ ˙ˆ‹ ÙˆÓ ·ÙfiÌˆÓ Ì ·- ÛÙ ӷ ¯·ÌËÏÒÛÂÙ ÛÙÔ ‡„Ô˜ ÙÔ˘, Û›ÁÔ˘ÚÔÈ fiÙÈ Û·˜ ηٿϷ‚Â, ÛËÌÂÈÚ›˙ÂÛÙ Û ·Ó·ËÚÈÎfi ηÚfiÙÛÈ, ›ӷËÚ›· Î·È Ó· ÂÌÓ‡ÛÔ˘Ì ÙÔ˘˜ ÒÛÙ ӷ ·ÔÎÙ‹ÛÂÙ ÔÙÈ΋ Â·Ê‹. ÒÛÙ fi,ÙÈ ı¤ÏÂÙ ӷ ›ÙÂ. Ó·È Ì¤ÚÔ˜ ÙÔ˘ ÚÔÛˆÈÎÔ‡ ¯ÒÚÔ˘ ·ÓıÚÒÔ˘˜ Ó· ÂÈÎÔÈÓˆÓ‹ÛÔ˘Ó




ÙÔ˘ ·ÙfiÌÔ˘ Ô˘ ÙÔ ¯ÚËÛÈÌÔÔÈ›. ŸÙ·Ó Û˘Óԉ‡ÂÙ ¿ÙÔÌÔ Û ·Ó·ËÚÈÎfi ·Ì·Í›‰ÈÔ, ÌË ÎÚÂÌ¿Ù ÛÙÔ ·Ì·Í›‰ÈÔ ÙÔ˘/Ù˘ ÙËÓ ÙÛ¿ÓÙ· Û·˜ ‹ Û·ÎԇϘ Ì „ÒÓÈ· ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÏ·ÊÚÒÛÂÙ ٷ ¯¤ÚÈ· Û·˜. TÔ ·Ó·ËÚÈÎfi ·Ì·Í›‰ÈÔ Î·È Ù· ÏÔÈ¿ Ù¯ÓÈο ‚ÔËı‹Ì·Ù· ıˆÚÔ‡ÓÙ·È ˆ˜ «ÚÔ¤ÎÙ·ÛË ÙÔ˘ ÛÒÌ·ÙÔ˜» ÙÔ˘ ·ÙfiÌÔ˘ Ì ·Ó·ËÚ›· Î·È ·ÓÙÈηıÈÛÙÔ‡Ó ÙË ÏÂÈÙÔ˘ÚÁ›· ÙˆÓ ÌÂÏÒÓ ÙÔ˘ ÛÒÌ·ÙÔ˜ Ô˘ ‰ÂÓ ÏÂÈÙÔ˘ÚÁÔ‡Ó. 16. MË ¯·˚‰Â‡ÂÙ ¤Ó· Û·ÏÔ‚ÔËıfi ·ÙfiÌÔ˘ Ì ·Ó·ËÚ›· ÂÓfiÛˆ «ÂÚÁ¿˙ÂÙ·È». ZËÙ‹ÛÙ ¿‰ÂÈ· ·fi ÙÔÓ È‰ÈÔÎÙ‹ÙË. 17. ¶ÚÔÛ¤ÍÙ ÙÔ˘˜ Ô‰ËÁÔ‡˜ ·˘ÙÔÎÈÓ‹ÙˆÓ Ô˘ ʤÚÔ˘Ó ÙÔ ·Ó·ËÚÈÎfi Û‹Ì·. ŸÙ·Ó ‚ϤÂÙ ¤Ó· ·˘ÙÔΛÓËÙÔ Ô˘ ʤÚÂÈ ÙÔ ·˘ÙÔÎfiÏÏËÙÔ Ì ÙËÓ ·Ó·ËÚÈ΋ ηڤÎÏ· ÛÙÔ ÌÚÔÛÙÈÓfi ‹ ›Ûˆ Ù˙¿ÌÈ, ·˘Í‹ÛÙ ÙËÓ ·fiÛÙ·ÛË, ¯·ÌËÏÒÛÙ ٷ¯‡ÙËÙ· Î·È Ó· ›ÛÙ ÈÔ ÚÔÛÂÎÙÈÎÔ›. £˘ÌËı›Ù fiÙÈ ¤Ó· ¿ÙÔÌÔ Ì ·Ó·ËÚ›· ÌÔÚ› Ó· ·ÚÁ› Ó· ÂÎÙÂϤÛÂÈ ÌÂÚÈΤ˜ ÂÓ¤ÚÁÂȘ. MËÓ ·ÚοÚÂÙ Û ̤ÚË Ô˘ Â›Ó·È Î·ıÔÚÈṲ̂ӷ Ì ٷ Û‹Ì·Ù· ÚfiÛ‚·Û˘ ·Ó·ËÚÈÎÔ‡ ηÚÔÙÛÈÔ‡ Î·È ÌÚÔÛÙ¿ Û ڿÌ˜ ÚfiÛ‚·Û˘ Û Â˙Ô‰ÚfiÌÈ· ‹ Û ηٷÛÙ‹Ì·Ù·. 18. MË ‰Â›¯ÓÂÙ ԛÎÙÔ Û ¿ÙÔÌ· Ì ·Ó·ËÚ›·. ™˘ÌÂÚÈÊÂÚı›Ù ÙÔ˘˜ Û·Ó ›ÛÔ˘˜, ÁÈ·Ù› ·˘Ùfi ›ӷÈ. ŸÙ·Ó Û˘Óԉ‡ÂÙ ¤Ó· ·È‰› Ô˘ ÏfiÁˆ ·ıÒ·˜ ÂÚȤÚÁÂÈ·˜ ÚˆÙ‹ÛÂÈ ÁÈ· ÙÔÓ ¿ÓıÚˆÔ Ì ·Ó·ËÚ›· Ô˘ Ù˘Á¯¿ÓÂÈ Ó· Â›Ó·È ‰›Ï· Û·˜, ÂÍËÁ›ÛÙ ÙÔ˘ fiÛÔ ÈÔ ·Ï¿ ÌÔÚ›Ù fi,ÙÈ ÁÓˆÚ›˙ÂÙ ÁÈ· ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ Â›‰Ô˜ ·Ó·ËÚ›·˜. MËÓ ·ÔÙÚ¤ÂÙ ÙÔ ·È‰› ·fi ÙÔ Ó· ÎÔÈÙ¿˙ÂÈ ÙÔÓ ¿ÓıÚˆÔ Ì ·Ó·ËÚ›· ‹ Ó· Û·˜ ÚˆÙ‹ÛÂÈ Û¯ÂÙÈο.

AÓ ı¤ÏÂÙ ӷ οÓÂÙ ÂÚÈÛÛfiÙÂÚ·... ŸÔÙ ÌÔÚ›ÙÂ, ÚÔÛ·ı‹ÛÙ ӷ Û˘Ì‚¿ÏÏÂÙ ÛÙËÓ ÚÔÒıËÛË Ù˘ ÈÛfiÙËÙ·˜ ÁÈ· Ù· ¿ÙÔÌ· Ì ·Ó·ËÚ›·. EÏ›˙Ô˘Ì ÙÔ ‚È‚Ï›Ô Î·ÓfiÓˆÓ Û˘ÌÂÚÈÊÔÚ¿˜ Ó· ·ÔÙÂϤÛÂÈ ¤Ó· ηÏfi ÛËÌÂ›Ô ÂÎΛÓËÛ˘

15

Social Psychology and ELT-Framing Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been working in the field of ELT for more years than he cares to remember. He is currently a teacher at the Deree College. He likes to think of himself as a ‘front-line teacher’ and is particularly interested in one-to-one teaching. When he is not struggling with students, he likes to spend his time in a swimming pool or playing chess. If you would like to ask any questions, make any comments read some of his published articles or find out about forthcoming events, please visit his site at www.michelioudakis.org.

Tom Sawyer’s discovery: Do you remember the story with Tom Sawyer and the fence? Well, for those who haven’t read the book, here is what happens: Tom Sawyer is a rather naughty little boy who is made to whitewash a big fence as a punishment (on a Sunday too!). He has been painting for a few minutes and is contemplating shooting himself, when he sees a friend of his approaching in the distance and he has a brainwave! Suddenly he starts painting carefully and with deliberation as if he is enjoying every second of the experience. The friend, who had meant to tease Tom, is intrigued despite himself and asks Tom to let him have a go. Tom is sorely tempted but he manages to resist, shrewdly calculating that this will make his friend all the more eager. To cut a long story short, Tom eventually ‘yields’ but not before he has extracted some payment from his friend! More friends happen to stroll by and drawn by curiosity initially, they eventually find themselves slaving away at the fence and being made to pay for the privilege! How did Tom pull this off? The answer is that he managed to frame this particular task in a positive light! But surely, such things only happen in works of fiction?!? Ariely’s experiment: Dan Ariely (Professor of Behavioural Economics at MIT) one day surprised his students by reciting a poem to them. He then told them that he would be holding another recitation later that week, but the ones to attend would be selected by means of an auction. Before that however, he asked half his students whether (hypothetically) they would be willing to pay $ 10 in order to attend the recitation. He asked the rest the opposite question, namely whether they would be prepared to attend the recitation if they were paid $ 10. The students simply had to answer ‘Yes’ or ‘No’. Following that, he asked them all to bid for a place at the poetry reading. Here are the results: The first group of students offered to pay on average about $ 1 for a short poetry session. This in itself is hardly startling – after all, Ariely himself confesses that poetry reading is not really his forte! Amazingly however, the other group actually demanded payment in order to attend!! (About $ 1.30 on average - I shudder to think what they would have demanded if I had been the one giving the recitation!) The principle here is the same: Faced with an ambiguous situation, the way we perceive it (i.e. positively or negatively) depends crucially on how it is framed; when you are asked

whether you would be prepared to pay for something, you automatically tend to see it in a positive light and vice versa (Ariely 2008). Implications for ELT: I believe there is a lot to be learned from both the experiment and the Tom Sawyer story. Framing: It was vital for the success of Tom’s ploy that his friend would not perceive what he was doing as ‘work’ – so he refused to class it as such (in the book Tom says ‘Work? – I suppose it depends what you mean by work..’) – [Moral: Labeling does matter – a lot! If you are to introduce a new activity to ss make sure you present it in as exciting a way as

possible – e.g. as a game. If you start by saying ‘Now this may hurt a little’ you are simply asking for trouble!] Packaging: Simply casting a task in a positive rather than a negative light is not enough. Packaging is also important. Thaler and Sunstein (2008) give the following brilliant example: Imagine that a doctor tells you ‘You have to have an operation. Out of 100 patients who do, 90 are alive after 5 years’. That sounds ok. But what if the doctor tells you ‘Out of 100 patients 10 are dead after 5 years?’ The information is the same, but what a difference!! [Moral: The language you use to ‘wrap’ the activities you want ss to do should be as positive as possible.

Always stress the desired outcome rather than the effort they are expected to make.]

speeches/sketches on video where the former ss really made an effort. They are bound to be influenced!]

Demonstrating: Notice how Tom’s attitude changed as soon as he saw his friend approaching. It was Tom’s concentration which first intrigued the latter. [Moral: The T’s enthusiasm is contagious (Dornyei 2001). Whenever possible, demonstrate new activities. If ss see that you enjoy doing a particular task or reading a certain text yourself, they are much more likely to be motivated].

Choice: Twain again points out that work is what you are obliged to do, whereas play is what you are not. In our examples, neither Tom’s friends, nor Ariely’s ss were made to do anything – which is precisely why they were prepared to pay! [Moral: For ss to really enjoy a particular learning experience, they have to choose to do it. Wherever possible, give them that choice.]

Scarcity: Tom deliberately made the ‘prize’ appear difficult to attain; he pointed out that ‘it is not everyday that one can whitewash a fence’ and he refused to yield the brush without a ‘struggle’! This is called ‘the Scarcity Principle’ (Cialdini 2001) and it can be extremely potent. Notice however that in the end all his friends got a turn! [Moral 1: Instead of asking for volunteers for a project, you may want to consider taking a leaf out of Ariely’s book and staging an auction! Moral 2: When students/parents

Rewards: Crucially, Tom did not offer his friends any rewards – quite the opposite in fact, he made them pay! Sutherland (1992) stresses that time and again offering rewards can backfire (more on that in another article). [Moral: If you want ss to enjoy something do not offer a reward. The reward ‘frames’ the whole process as a transaction and detracts from the intrinsic pleasure the ss can derive from it.]

ask you whether you have time for private lessons, let them wait for a couple of days before replying. Moral 3: If a man asks you for a date on Saturday never say ‘Yes’ immediately! :)] Social Proof: Once the first two friends could be seen working away, Tom did not need to do any more ‘advertising’ – because of the power of ‘Social Proof’ (Aronson 1999) the fact that their peers found something enjoyable (and were even prepared to part with some of their most treasured possessions) virtually guaranteed that any boy who approached later would also want to have a go at that fence! [Moral: Show ss samples of former ss’ work (Dornyei 2001) – e.g. essays or

Away from ELT: For those of you who are still not convinced here is a story from Cialdini’s excellent book ‘Influence’ (2001): The owner of a souvenir store had been trying to sell some turquoise jewelry but without much luck as tourists were unfamiliar with the material and they shunned it even when the rings and necklaces were put in prominent places in the shop window and energetically plugged by the staff. Frustrated, the store owner left a note to her head saleswoman ‘turquoise: x ó’ – meaning that they were to be sold at half price. When she arrived at the store the next day, she was happy to see that they were all gone. Nothing surprising so far – people had responded well to a substantial discount. Only they hadn’t. Because her handwriting was poor, her employee had misread her note as ‘turquoise: x 2’ and had raised the price twofold!! What had happened? Quite simply, for people who knew little about precious materials, the high price easily set those items apart and ‘framed’ them as valuable!! And, naturally, nothing but the best would be good enough for a male tourist’s girlfriend back home (esp. if he had been away on a ‘business’ trip with his secretary!) References 1. Ariely, D. “Predictably Irrational” HarperCollins 2008 2. Aronson, E. “The Social Animal” Worth – Freeman, 1999 3. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon 2001 4. Dornyei, Z. “Motivational Strategies in the Language Classroom” Cambridge University Press, 2001 5. Sutherland, S. “Irrationality” Constable and Company 1992 6. Thaler, R. & Sunstein, C. “Nudge” Yale University Press 2008

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EıÓÈÎfi EÈÌÂÏËÙËÚÈ·Îfi ¢›ÎÙ˘Ô EÏÏËÓ›‰ˆÓ °˘Ó·ÈÎÒÓ ÂȯÂÈÚËÌ·ÙÈÒÓ Î·È ÛÙÂϯÒÓ ÂȯÂÈÚËÌ·ÙÈÎÒÓ ÊÔÚ¤ˆÓ ANøTATO ™YMBOY§IO °YNAIKøN EYPø¶AIKH™ E¶ITPO¶H™ AÓÒÙ·ÙÔ ™˘Ì‚Ô‡ÏÈÔ °˘Ó·ÈÎÒÓ ÔÚÁ¿ÓˆÛÂ Ë E˘Úˆ·˚΋ EÈÙÚÔ‹ Ì ÛÙfi¯Ô ÙËÓ ÚÔÒıËÛË ÙˆÓ Á˘Ó·ÈÎÒÓ Ù˘ E˘ÚÒ˘ Û ı¤ÛÂȘ ¢ı‡Ó˘ ÛÙËÓ ÔÏÈÙÈ΋ Î·È ÙËÓ ÔÈÎÔÓÔÌ›·. TÔ Û˘Ì‚Ô‡ÏÈÔ ÔÚÁ·ÓÒıËΠ̠ÚˆÙÔ‚Ô˘Ï›· ÙÔ˘ EÈÙÚfiÔ˘ KÔÈÓˆÓÈÎÒÓ YÔı¤ÛÂˆÓ Î·È ›ÛˆÓ E˘Î·ÈÚÈÒÓ Î. Vladimir Spidla. °˘Ó·›Î˜ ·fi fiÏË ÙËÓ E˘ÚÒË, οÙÔ¯ÔÈ ˘„ËÏÒÓ ı¤ÛˆÓ, Û˘Ó·ÓÙ‹ıËÎ·Ó ÛÙȘ BڢͤÏϘ ÛÙȘ ·Ú¯¤˜ ÙÔ˘ ηÏÔηÈÚÈÔ‡ ÁÈ· ÙËÓ ‰ËÌÈÔ˘ÚÁ›· ÙÔ˘ Ó¤Ô˘ E˘Úˆ·˚ÎÔ‡ ¢ÈÎÙ‡Ô˘ ÈÛ¯˘ÚÒÓ Á˘Ó·ÈÎÒÓ. TËÓ Û˘Ó¿ÓÙËÛË ÎÔÚ˘Ê‹˜ ¿ÓÔÈÍÂ Ô E›ÙÚÔÔ˜ Vladimir Spidla, E›ÙÚÔÔ˜ A·Û¯fiÏËÛ˘ Î·È ÿÛˆÓ E˘Î·ÈÚÈÒÓ Î·È Ë Î. Zita Gurmai, AÓÙÈÚfi‰ÚÔ˜ Ù˘ E˘Úˆ·˚΋˜ KÔÈÓÔ‚Ô˘Ï¢ÙÈ΋˜ EÈÙÚÔ‹˜ ÁÈ· Ù· ‰ÈηÈÒ-

Ì·Ù· ÙˆÓ Á˘Ó·ÈÎÒÓ Î·È ÙËÓ ÈÛfiÙËÙ· ÙˆÓ Ê‡ÏˆÓ. ™˘ÌÌÂÙ›¯·Ó Â›Û˘, Ë E›ÙÚÔÔ˜ Î·È AÓÙÈÚfi‰ÚÔ˜ Ù˘ E˘Úˆ·˚΋˜ EÈÙÚÔ‹˜ Î. Margot Wallstrom, ‰Â‡ÙÂÚË ÙË Ù¿ÍË ÌÂÙ¿ ÙÔÓ ¶Úfi‰ÚÔ M·Úfi˙Ô, Î·È Ë E›ÙÚÔÔ˜ ¶ÚÔ¸ÔÏÔÁÈÛÌÔ‡, Î. Dalia Grybauskaite. E›Ó·È ÒÚ· Ó· ‰ÈÏ·ÛÈ¿ÛÔ˘Ì ÙȘ ÚÔÛ¿ıÂȤ˜ Ì·˜ ÁÈ· Ó· ÂÈÙ‡¯Ô˘Ì ›ÛË Û˘ÌÌÂÙÔ¯‹ Á˘Ó·ÈÎÒÓ Î·È ·ÓÙÚÒÓ Û ı¤ÛÂȘ ¢ı‡Ó˘, ›Â Ô Â›ÙÚÔÔ˜ Spidla, ·ÏÏ¿ Ë ÔÏÈÙÈ΋ ‚Ô‡ÏËÛË ‰ÂÓ Â›Ó·È ·ÚÎÂÙ‹. ¶Ú¤ÂÈ Ó· ı¤ÛÔ˘Ì Û ÂÊ·ÚÌÔÁ‹ ÛˆÛÙ¤˜ ÛÙÚ·ÙËÁÈΤ˜ Î·È Ó· Ì¿ıÔ˘Ì ·fi ÙȘ ÂÌÂÈڛ˜ Ì·˜. E›Ì·È ‚¤‚·ÈÔ˜ fiÙÈ ÙÔ Ó¤Ô Ì·˜ ¢›ÎÙ˘Ô ı· ‚ÔËı‹ÛÂÈ ÛÙËÓ ¿ÌÂÛË ·ÓÙÈÌÂÙÒÈÛË ·˘ÙÔ‡ ÙÔ˘ ı¤Ì·ÙÔ˜’. ™ÎÔfi˜ ÙÔ˘ ¢ÈÎÙ‡Ô˘ Â›Ó·È Ë ‰ËÌÈÔ˘ÚÁ›· ÌÈ·˜ Ï·ÙÊfiÚÌ·˜, Û E˘Úˆ·˚Îfi Â›‰Ô, Ô˘ ı·

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