Lingua Franca 4 Mar-apr 2006

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Oxford U.P. New Premises Official Launch Oxford University Press celebrated the official launch of its new premises in Marousi on the 8th and 9th April with an Educational Forum and evenings of music and dance. A variety of highly beneficial professional talks were held during the two days along with an OUP book exhibition. Adrian Mellor, International Sales and Marketing Director

and Rob Jamieson, Regional Sales and Marketing Director were there for the opening of the offices and the inauguration of the Oxford Teachers’ Academy. The OTA is a series of seminars held all over Greece, providing teachers with high level professional training accredited by the Oxford University Department for Continuing Education. Oxford University Press is renowned worldwide for providing an exceptionally high level of training to support and develop the teacher. The event was attended by Mr. Giannopoulos, President of the “X·ÌﬁÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡” foundation, who received a prize to be given to the “Child/Teenager of the Year”, an annual award established by OUP as of this year.

Mr. Giannopoulos, President of the “X·ÌﬁÁÂÏÔ ÙÔ˘ ¶·È‰ÈÔ‡” Foundation, receives the Oxford University Press “Child/Teenager of the Year” award

A big Raffle was held before the closing ceremony where all guests had the opportunity to participate and win. The top prize in the draw went to Ms Alikakou, who won a trip to Oxford for a one-week course at the Oxford University Summer School in July in Oxford.

∂ÎÏÔÁ¤˜ ÛÙÔ ∂·ÁÁÂÏÌ·ÙÈÎﬁ ∂ÈÌÂÏËÙ‹ÚÈÔ ∞ıËÓÒÓ 3, 4, 5 πÔ˘Ó›Ô˘ 2006 ˜ ÔÏ›ÙÂ˜ ÙË˜ EÏÏËÓÈÎ‹˜ ¢ËÌÔÎÚ·Ù›·˜ ¤¯Ô˘ÌÂ ÙÔ Û˘ÓÙ·ÁÌ·ÙÈÎﬁ ‰ÈÎ·›ˆÌ· ÙÔ˘ ÂÎÏ¤ÁÂÈÓ Î·È ÂÎÏ¤ÁÂÛı·È. A˘Ùﬁ ÛËÌ·›ÓÂÈ ﬁÙÈ ¤¯Ô˘ÌÂ ÙË ‰˘Ó·ÙﬁÙËÙ· Ó· ÂÈÏ¤ÁÔ˘ÌÂ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ Ô˘ ÂÈı˘ÌÔ‡ÌÂ Ó· ËÁËıÔ‡Ó ÊÔÚ¤ˆÓ, Ó· Ì·˜ ÂÎÚÔÛˆ‹ÛÔ˘Ó, Ó· ‰ÈÂÎ‰ÈÎ‹ÛÔ˘Ó ÁÈ· Ì·˜ ‹ Ó· Â›Ì·ÛÙÂ ÂÌÂ›˜ ·˘ÙÔ› Ô˘ ı· ÛËÎÒÛÔ˘ÌÂ ÙË ÛËÌ·›· Î·È ı· Á›ÓÔ˘ÌÂ ÌÚÔÛÙ¿ÚË‰Â˜ ·ÁÒÓˆÓ Î·È ÂÎÚﬁÛˆÔÈ ÂÎÂ›ÓˆÓ Ô˘ ÈÛÙÂ‡Ô˘Ó ÛÂ Ì·˜. TÔ ÈÂÚﬁ ·˘Ùﬁ ‰ÈÎ·›ˆÌ· ÏÂÈÙÔ˘ÚÁÂ› ·ﬁ ÙÈ˜ Û¯ÔÏÈÎ¤˜ ÎÔÈÓﬁÙËÙÂ˜ Ì¤¯ÚÈ ÙÔ ÎÔÈÓÔ‚Ô‡ÏÈÔ , Ô˘ Â›Ó·È Ë ‡„ÈÛÙË ‚·ıÌ›‰· ÙË˜ ÂÎÏÔÁÈÎ‹˜ ‰È·‰ÈÎ·Û›·˜. È·Ê˘Ï¿ÙÙÔÓÙ¿˜ ÙÔ, ‰È·Ê˘Ï¿ÛÛÔ˘ÌÂ ÙÔ˘˜ ıÂÛÌÔ‡˜, ÙÈ˜ ·Ú¯¤˜ Î·È ÙÈ˜ ·Í›Â˜ ÙË˜ ¢ËÌÔÎÚ·Ù›·˜ Î·È Ù·˘Ùﬁ¯ÚÔÓ· ÂÎÏ¤ÁÔ˘ÌÂ ÙÔ˘˜ ·ÓıÚÒÔ˘˜ ÂÎÂ›ÓÔ˘˜ Ô˘ ı· °ÈÒÚÁÔ˜ ºÏˆÚ¿˜ ˘ÂÚ·ÛÈÛÙÔ‡Ó Ù· Î¿ıÂ ÌÔÚÊ‹˜ ‰›Î·È· Û˘ÌÊ¤ÚÔÓÙ· Ì·˜, Â›ÙÂ ·˘Ù¿ Ì·˜ ·ÊÔÚÔ‡Ó ÀÔ„‹ÊÈÔ˜ ÌÂ ÙËÓ ∞ÓÂÍ¿ÚÙËÙË ∂ÓˆÙÈÎ‹ ˆ˜ ÔÏ›ÙÂ˜ , Â›ÙÂ ·ÁÁ›˙Ô˘Ó ÙÔÓ ÚÔÛˆÈÎﬁ Ì·˜ ¯ÒÚÔ ﬁˆ˜ Â›Ó·È Ù· ÂÚÁ·ÛÈ·Î¿ Î·È ∫›ÓËÛË ∂·ÁÁÂÏÌ·ÙÈÒÓ Â·ÁÁÂÏÌ·ÙÈÎ¿ Ì·˜ ˙ËÙ‹Ì·Ù·, Î.¿. ›Ó·È ÛÙÔ ¯¤ÚÈ Ì·˜ Ê›ÏÔÈ Â·ÁÁÂÏÌ·Ù›Â˜, Ó· ‰›ÓÔ˘ÌÂ ÙË ÛËÌ·›· ÛÂ ¯¤ÚÈ· ¿ÍÈ· Î·È ÈÎ·Ó¿, ÛÂ ·ÓıÚÒÔ˘˜ Ô˘ ı¤ÏÔ˘Ó ·ÏÏ¿ Î·È ÌÔÚÔ‡Ó Ó· ËÁËıÔ‡Ó ·ÁÒÓˆÓ, Ô˘ ¤¯Ô˘Ó ﬁÚ·Ì· Î·È ÂÓÙÈÌﬁÙËÙ·, Ô˘ ÈÛÙÂ‡Ô˘Ó ÛÙËÓ ÈÂÚﬁÙËÙ· ÙË˜ ·ÔÛÙÔÏ‹˜ ÙÔ˘˜, Ô˘ Â›Ó·È ·ÓÈ‰ÈÔÙÂÏÂ›˜ Î·È ‰ÂÓ ‚Ï¤Ô˘Ó ÙÔ˘˜ ıÒÎÔ˘˜ ˆ˜ ÂÊ·ÏÙ‹ÚÈ· ÙË˜ ‰ÈÎ‹˜ ÙÔ˘˜ Î·Ù·Í›ˆÛË˜ Î·È ·Óﬁ‰Ô˘. E›Ó·È ÛÙÔ ¯¤ÚÈ Ì·˜ Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘ÌÂ ÙËÓ „‹ÊÔ Ì·˜, ÙÔ ﬁÏÔ Ô˘ Ë ›‰È· Ë ÔÏÈÙÂ›· Ì·˜ ¤‰ˆÛÂ, ÚÔ˜ ﬁÊÂÏﬁ˜ Ì·˜ Î·È ÁÈ· ÙÔ Û˘ÌÊ¤ÚÔÓ Ì·˜. ›ÏÔÈ Â·ÁÁÂÏÌ·Ù›Â˜ ÁÈ· ﬁÏÔ˘˜ ·˘ÙÔ‡˜ ÙÔ˘˜ ÏﬁÁÔ˘˜, Ô˘ ÚÒÙÔÈ ÂÛÂ›˜ ÔÏ‡ Î·Ï¿ ÁÓˆÚ›˙ÂÙÂ, ÂÏ¿ÙÂ Ó· „ËÊ›ÛÂÙÂ ÛÙÈ˜ ÚÔÛÂ¯Â›˜ ÂÎÏÔÁ¤˜ ÙˆÓ ÂÈÌÂÏËÙËÚ›ˆÓ Î·È ÂÈÏ¤ÍÙÂ ÙÔ˘˜ Î·ÏÏ›ÙÂÚÔ˘˜. OÈ Â·ÁÁÂÏÌ·Ù›Â˜ ‰ÂÓ Ú¤ÂÈ Ó· ¤¯Ô˘ÌÂ ¯ÚÒÌ·Ù· Î·È ÎﬁÌÌ·Ù·. ¶Ú¤ÂÈ Ó· ‚Ï¤Ô˘ÌÂ ÌﬁÓÔ ÌÚÔÛÙ¿, ·ÏÂ‡ÔÓÙ·˜ ÁÈ· ÙËÓ ÂÈ‚›ˆÛ‹ Ì·˜, ÙËÓ ·Ó¿Ù˘Í‹ Ì·˜, ÙË Ï‡ÛË ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ì·˜. EÏ¿ÙÂ Ó· ‰ÒÛÔ˘ÌÂ Ì·˙›, ¯ˆÚ›˜ Î·ÓÂÓﬁ˜ Â›‰Ô˘˜ ‰ÂÛÌÂ‡ÛÂÈ˜ ·¤Ó·ÓÙÈ ÛÂ ÎﬁÌÌ·Ù·, ÙÈ˜ Ì¿¯Â˜ Ì·˜ Î·È Ó· ÙÈ˜ ÎÂÚ‰›ÛÔ˘ÌÂ ! ËÊ›ÛÙÂ ÙÔ˘˜ ÂÎÚÔÛÒÔ˘˜ Û·˜ ÛÙÔ E·ÁÁÂÏÌ·ÙÈÎﬁ EÈÌÂÏËÙ‹ÚÈÔ AıËÓÒÓ Î·È ‰ÒÛÙÂ ÙË ‰˘Ó·ÙﬁÙËÙ· ÛÙÔ ÂÈÌÂÏËÙ‹ÚÈﬁ Û·˜ Ó· ·ÁˆÓÈÛÙÂ› ‰˘Ó·ÌÈÎ¿ ÁÈ· Û·˜, ÌÂ ÙË ‰ÈÎ‹ Û·˜ ÛÙ‹ÚÈÍË Î·È Û˘ÌÌÂÙÔ¯‹!

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MÂ ·Ú¿ÛËÌ· Î·È Ù›ÙÏÔ ÙÈÌ‹˜ ‚Ú¿‚Â˘ÛÂ ÙÔ IÙ·ÏÈÎﬁ KÚ¿ÙÔ˜ ÙËÓ ÂÎ·È‰Â˘ÙÈÎﬁ Î· K·¿ÙÔ˘ ÙÈ˜ 2 M·ÚÙ›Ô˘ 2006, ÛÙËÓ Î·Ù¿ÌÂÛÙË ·›ıÔ˘Û· ÙË˜ IÙ·ÏÈÎ‹˜ ¶ÚÂÛ‚Â›·˜ ·ﬁ ÂÈÊ·Ó‹ ÚﬁÛˆ· ÙË˜ ÂÎ·›‰Â˘ÛË˜, ÙË˜ ÂÈÛÙ‹ÌË˜ Î.·., Ù· ÔÔ›· Ù›ÌËÛÂ ÙÔ IÙ·ÏÈÎﬁ KÚ¿ÙÔ˜ ÁÈ· ÙËÓ ÚÔÛÊÔÚ¿ ÙÔ˘˜, Ô ¶Ú¤Û‚Ë˜ ÙË˜ IÙ·Ï›·˜ ÛÙËÓ EÏÏ¿‰· ÎÔ˜ Gian Paolo Caravai, ÂÎÚÔÛˆÒÓÙ·˜ ÙÔÓ ¶ÚﬁÂ‰ÚÔ ÙË˜ IÙ·ÏÈÎ‹˜ ¢ËÌÔÎÚ·Ù›·˜ Î Carlo Ciampi, ‚Ú¿‚Â˘ÛÂ ÙËÓ Î· °ÈÒÙ· K·¿ÙÔ˘ ÌÂ Ù· ·Ú¿ÛËÌ· ÙË˜ IÙ·ÏÈÎ‹˜ ¢ËÌÔÎÚ·Ù›·˜ Î·È ÙË˜ ·¤ÓÂÈÌÂ ÙÔÓ Ù›ÙÏÔ Cavaliere (Dell’ Ordine Della Stella Della Solidariet? Italiana) ÁÈ· ÙËÓ ÚÔÛÊÔÚ¿ ÙË˜ ÛÙËÓ ‰È¿‰ÔÛË ÙË˜ ÈÙ·ÏÈÎ‹˜ ÁÏÒÛÛ·˜ ÛÙËÓ ¯ÒÚ· Ì·˜.

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Aﬁ ÙËÓ ÙÂÏÂÙ‹ ÛÙËÓ IÙ·ÏÈÎ‹ ¶ÚÂÛ‚Â›·. ¢È·ÎÚ›ÓÂÙ·È Ô IÙ·Ïﬁ˜ Ú¤Û‚Ë˜ Î Gian Paolo Cravai, Ô˘ ·ÔÓ¤ÌÂÈ Ù· ·Ú¿ÛËÌ· ÙË˜ IÙ·ÏÈÎ‹˜ ¢ËÌÔÎÚ·Ù›·˜ Î·È ÙÔÓ Ù›ÙÏÔ Cavaliere ÛÙËÓ Î· K·¿ÙÔ˘

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™∏§π∞ ª¶√À∫√Àµ∞§∞ ¢À¡∞ªπ∫∞ ª¶ƒ√™∆∞ ™›ÏÈ·, ·˘Ù‹ Ë Û˘Ó¤ÓÙÂ˘ÍË ‹Ù·Ó ÚÔÁÚ·ÌÌ·ÙÈÛÌ¤ÓË Ó· ‰ÔıÂ› ÛÙÔ ÚÔËÁÔ‡ÌÂÓÔ ÙÂ‡¯Ô˜. A˘Ùﬁ, ﬁÌˆ˜, ‰ÂÓ ¤ÁÈÓÂ ‰˘Ó·Ùﬁ ÙﬁÙÂ, ÎÈ ¤ÙÛÈ Û‹ÌÂÚ· ‚ÚÈÛÎﬁÌ·ÛÙÂ Â‰Ò Î¿Ùˆ ·ﬁ ÙËÓ ›ÂÛË ÙˆÓ ÂÍÂÏ›ÍÂˆÓ. ¢˘ÛÙ˘¯Ò˜, Ì·˜ ÚﬁÏ·‚·Ó Ù· ÁÂÁÔÓﬁÙ·. O ·ÈÊÓ›‰ÈÔ˜ ı¿Ó·ÙÔ˜ ÙÔ˘ ·Ù¤Ú· ÌÔ˘, ‰ËÌÈÔ‡ÚÁËÛÂ Ó¤· ‰Â‰ÔÌ¤Ó·, ÙﬁÛÔ ÛÂ ÚÔÛˆÈÎﬁ Î·È ÔÈÎÔÁÂÓÂÈ·Îﬁ Â›Â‰Ô, ﬁÛÔ Î·È ÛÂ Â›Â‰Ô ÂÈ¯Â›ÚËÛË˜. Y‹ÚÍÂ ÌÈ· ÌÂÁ¿ÏË ·ÒÏÂÈ·, Ô˘ ÛÙÔ›¯ÈÛÂ ÛÂ ﬁÏÔ˘˜. TÔ ÎÂÓﬁ ‰‡ÛÎÔÏ· Î·Ï‡ÙÂÙ·È, Î˘Ú›ˆ˜ ﬁÙ·Ó ÚﬁÎÂÈÙ·È ÁÈ· ÙËÓ ·ÒÏÂÈ· ÂÓﬁ˜ ÙﬁÛÔ ‰ËÌÈÔ˘ÚÁÈÎÔ‡ ·ÓıÚÒÔ˘. H Û˘Ó¤¯ÂÈ· ı· Â›Ó·È ··ÈÙËÙÈÎ‹ Î·È Â›ÔÓË Î·È ﬁÏÔÈ ÁÓˆÚ›˙Ô˘ÌÂ ﬁÙÈ Ù· ‰‡ÛÎÔÏ· Â›Ó·È ÌÚÔÛÙ¿. ¶ÚﬁÎÏËÛË, ı· ÂÈ Î·ÓÂ›˜. N·È, ÌÂÁ¿ÏË ÚﬁÎÏËÛË,

ÚﬁÎÏËÛË, Ô˘ Î·ÏÔ‡Ì·È Î·È Î·ÏÔ‡Ì·ÛÙÂ Ó· ·ÓÙÈÌÂÙˆ›ÛÔ˘ÌÂ. AÛÊ·ÏÒ˜ ÙÔ ‚¿ÚÔ˜ ·˘Ù‹˜ ÙË˜ ÚÔÛ¿ıÂÈ·˜ ¤ÊÙÂÈ Î˘Ú›ˆ˜ ÛÙÈ˜ Ï¿ÙÂ˜ ÛÔ˘. K·È ﬁ¯È ÌﬁÓÔ... H ·Ï‹ıÂÈ· Â›Ó·È ﬁÙÈ ﬁÏË Ë ÔÈÎÔÁ¤ÓÂÈ· Î·ÏÂ›Ù·È Ó· ‚Á¿ÏÂÈ ÛÂ ¤Ú·˜ ÙÔ ‰‡ÛÎÔÏÔ ·˘Ùﬁ ¤ÚÁÔ, Ô ·‰ÂÏÊﬁ˜ ÌÔ˘ ÛÙÔÓ ÔÈÎÔÓÔÌÈÎﬁ ÙÔÌ¤· Î·È ÛÙÔ Ù˘ÔÁÚ·ÊÂ›Ô, Ë ·‰ÂÚÊ‹ ÌÔ˘ Ï¿È ÌÔ˘ ÛÙÈ˜ ÂÎ‰ﬁÛÂÈ˜ Î·È ÛÙËÓ ÚÔÒıËÛË ÙˆÓ ‚È‚Ï›ˆÓ Ì·˜ Î·È ‚¤‚·È· Ë ÌËÙ¤Ú· Ì·˜ ÛÙËÚ›˙ÔÓÙ·˜ ÌÂ Î¿ıÂ ÙÚﬁÔ ﬁÏÔ˘˜ ÂÌ¿˜. øÛÙﬁÛÔ, ÂÁÒ ˆ˜... ·Ï·ÈﬁÙÂÚË, ‹Úı· ÂÎ ÙˆÓ Ú·ÁÌ¿ÙˆÓ ÓˆÚ›ÙÂÚ· ÛÂ Â·Ê‹ ÌÂ ﬁÏÔ˘˜ ÙÔ˘˜ ÙÔÌÂ›˜ ÙˆÓ ÂÈ¯ÂÈÚ‹ÛÂÒÓ Ì·˜: ÙË Û˘ÁÁÚ·Ê‹ ‚È‚Ï›ˆÓ, ÙÈ˜ ÂÎ‰ﬁÛÂÈ˜, ÙË ‰È‰·ÛÎ·Ï›·, Î·È ﬁˆ˜ ·ÓÙÈÏ·Ì‚¿ÓÂÛ·È, ¤¯ˆ ÔÏÏ‹ ‰Ô˘ÏÂÈ¿ ÌÚÔÛÙ¿ ÌÔ˘. ¢ÂÓ ¤¯ˆ ¿ÏÏË ÂÈÏÔÁ‹ ·ﬁ ÙÔ Ó· Ù· Î·Ù·Ê¤Úˆ. OÈ ÁÓÒÛÂÈ˜, Ë 12¯ÚÔÓË Î·È Ï¤ÔÓ ÂÌÂÈÚ›· Î·È Ë ﬁÚÂÍ‹ ÌÔ˘ ÁÈ· ‰Ô˘ÏÂÈ¿ Â›Ó·È Ù· ﬁÏ· ÌÔ˘. KÈ ·˘Ù¿ ı· ¯ÚËÛÈÌÔÔÈ‹Ûˆ. A˜ ·Ú¯›ÛÔ˘ÌÂ ÏÔÈﬁÓ ·ﬁ ÙÈ˜ ÛÔ˘‰¤˜ ÛÔ˘. ŸÙ·Ó ¤Ê˘Á· ÁÈ· ÙËÓ AÁÁÏ›·, ﬁÏÔÈ ÌÂ ÚÔ¤ÙÚÂ·Ó Ó· Î¿Óˆ TEFL ‹ LINGUISTICS ‹ Î¿ÙÈ ·ÚÂÌÊÂÚ¤˜. H ÌÂÁ¿ÏË ÌÔ˘ ·Á¿Ë, ﬁÌˆ˜, ‹Ù·Ó Ë AÁÁÏÈÎ‹ ºÈÏÔÏÔÁ›·, ﬁÛÔ ‰‡ÛÎÔÏÔ Î·È Ó· Â›Ó·È. º·ÓÙ¿ÛÔ˘ ÙÔÓ Â·˘Ùﬁ ÛÔ˘ 19 ¯ÚﬁÓˆÓ, Ë ÌﬁÓË nonnative speaker, ÛÂ ¤Ó· Ê·Ó·ÙÈÎﬁ ·ÁÁÏÈÎﬁ lobby, Ó· ÛÔ˘ ˙ËÙÂ›Ù·È ·ﬁ ÙËÓ ÚÒÙË Â‚‰ÔÌ¿‰· Ó· ‰È·‚¿ÛÂÈ˜ Chaucer &

Shakespeare ÛÂ ÚˆÙﬁÙ˘Ô Î·È Ó· ·ÚÔ˘ÛÈ¿ÛÂÈ˜ ÙËÓ ÂÚÁ·Û›· ÛÔ˘. Y‹ÚÍ·Ó ÊÔÚ¤˜, ‰ÂÓ ÛÙÔ ÎÚ‡‚ˆ, Ô˘ ‹ıÂÏ· Ó· Ù· ·Ú·Ù‹Ûˆ Î·È Ó· ¿Úˆ ÌÂÙ·ÁÚ·Ê‹ ÛÂ Î¿ÙÈ ÈÔ Â‡ÎÔÏÔ. ŸÌˆ˜, Â›ÛÌˆÛ·. ¢ÂÓ ¿ÓÙÂ¯· ÙËÓ ˘ÂÚÔ„›· ÙˆÓ Û˘ÌÌ·ıËÙÒÓ ÌÔ˘ Î·È ÙËÓ ÂÔ›ıËÛ‹ ÙÔ˘˜ ﬁÙÈ ‰Â ı· Ù· Î·Ù·Ê¤Úˆ. ¢˘ÛÎÔÏÂ‡ÙËÎ· ÔÏ‡... £˘Ì¿Ì·È ÙÔ ÚÒÙÔ ¶¿Û¯· Ô˘ Â›¯· ÔÏ‡ ‰È¿‚·ÛÌ· Î·È ‹ÚıÂ Ë ÌËÙ¤Ú· ÌÔ˘ Ó· ÌÔ˘ Î¿ÓÂÈ ·Ú¤·. ŒÚÂÂ Ó· ÌÂÏÂÙ‹Ûˆ ÙÚ›· ‚È‚Ï›· ÙË˜ G. Eliot ÛÂ ‰‡Ô Â‚‰ÔÌ¿‰Â˜. ¶ÂÚÈÙÙﬁ Ó· ÛÔ˘ ˆ ﬁÙÈ ‰Â ‚Á‹Î·ÌÂ ·ﬁ ÙÔ Û›ÙÈ... ÿÛˆ˜ ÛÔ˘ Ê·›ÓÔÓÙ·È ·ÛÙÂ›· ﬁÏ· ·˘Ù¿, ﬁÌˆ˜, Â›Ó·È Ë Ú·ÁÌ·ÙÈÎﬁÙËÙ·. EÓÓÔÂ›Ù·È, ‚¤‚·È·, ﬁÙÈ ÌÂÙ¤ÂÈÙ· ¤Î·Ó· Î·È ÙÔ Master of Arts in Victorian & Modern English Literature Î·È ‰ÂÓ ÙÔ ÌÂÙ¿ÓÈˆÛ· Ô‡ÙÂ ÏÂÙﬁ. E›¯· ÚÔÛ·ı‹ÛÂÈ ÁÈ· Î¿ÙÈ Ô˘ ·Á·Ô‡Û· Î·È ÙÂÏÈÎ¿ Ù· Î·Ù¿ÊÂÚ·. BÏ¤ˆ ›Ûˆ ÛÔ˘ ‰‡Ô ÊˆÙÔÁÚ·Ê›Â˜. MÂ ÙË Thatcher Î·È ÌÂ Ù· ·È‰È¿ ÛÔ˘. TÒÚ· ÂÈÏÈÎÚÈÓ¿ Â˜ ÌÔ˘ ÔÈ· ‹Ù·Ó Ë ÈÔ Û˘Ó·Ú·ÛÙÈÎ‹ ÛÙÈÁÌ‹; A˘Ù‹ Ô˘ ÊˆÙÔÁÚ·Ê‹ıËÎÂ˜ ÌÂ ÙË Thatcher ‹ ·˘Ù‹ Ô˘ Â›Û·È ·ÁÎ·ÏÈ¿ ÌÂ Ù· ·È‰È¿ ÛÔ˘; TÔ Ó· ÛÔ˘ ‰›ÓÂÈ ÙÔ Ù˘¯›Ô ÛÔ˘ ÌÈ· ¶Úˆı˘Ô˘ÚÁﬁ˜ ÙÔ˘ ‚ÂÏËÓÂÎÔ‡˜ ÙË˜ Thatcher Â›Ó·È ·Ó·ÌÊ›‚ÔÏ· ÛËÌ·ÓÙÈÎﬁ. ŸÌˆ˜, ÔÙ¤ ‰Â ı· ÍÂ¯¿Ûˆ ÙÔ Û‡ÓÙÔÌﬁ Ì·˜ ‰È¿ÏÔÁÔ ÙËÓ ÒÚ· ÂÎÂ›ÓË: ··ÓÙÒÓÙ·˜ ÛÙÔ "I’m honoured," Ô˘ ÙË˜ ·Ë‡ı˘Ó·, ÂÎÂ›ÓË ÌÔ˘ ·ÓÙ¤ÙÂÈÓÂ "You should be!". ™ÔÎ·Ú›ÛÙËÎ·, ÂÈÚ¿¯ÙËÎ· Î·È Â›ÛÌˆÛ·. MÔÚÂ› ÔÙ¤ Û’ ÂÎÂ›ÓË Ó· ÌËÓ ·Ô‰Â›ÎÓ˘· ÙÈ ¿ÍÈ˙·, ·ÏÏ¿ ı· ÙÔ ¤Î·Ó· ÛÂ ﬁÏÔ˘˜ ÙÔ˘˜ ¿ÏÏÔ˘˜. ◊Ù·Ó ¤Ó· ÛËÌ¿‰È, ·’ ·˘Ù¿ Ô˘ Ì·˜ ‰›ÓÂÈ Û˘Ó¤¯ÂÈ· Ë ˙ˆ‹, ¤Ó· ÛËÌ¿‰È Ô˘ ÌÔ˘ ¤‰ÂÈ¯ÓÂ ˆ˜ ¤ÚÂÂ Ó· ÛÙ·ıÒ ÛÙ· ﬁ‰È· ÌÔ˘, ÌﬁÓË ÌÔ˘ ÌÂ ﬁÔÈÔ ÎﬁÛÙÔ˜. KÈ ·˘Ùﬁ ¤Î·Ó·.

¶¿ÓÙˆ˜, ·˘Ù‹ ‹Ù·Ó ÌﬁÓÔ Ì›· ÛËÌ·ÓÙÈÎ‹ ÛÙÈÁÌ‹ ÛÙË ˙ˆ‹ ÌÔ˘. T· ·È‰È¿ Î·È Ë ÔÈÎÔÁ¤ÓÂÈ¿ ÌÔ˘ Â›Ó·È ﬁÏË ÌÔ˘ Ë ˙ˆ‹. E›Ó·È ıËÛ·˘Úﬁ˜ ·ÓÂÎÙ›ÌËÙÔ˜. ¢ÂÓ ÙÈÌ¿Ù·È Î·È ‰ÂÓ ·ÓÙ·ÏÏ¿ÛÛÂÙ·È ÌÂ Î·ÌÈ¿ ¿ÏÏË ÛÙÈÁÌ‹, ·ÊÔ‡ Â›Ó·È Ë ˙ˆ‹ Ë ›‰È·. MÂÙ¿ ÙÈ˜ ‰˘Û¿ÚÂÛÙÂ˜ ÂÍÂÏ›ÍÂÈ˜, Ò˜ ‰È·ÌÔÚÊÒÓÂÙ·È ÙÒÚ· Ë Î·Ù¿ÛÙ·ÛË ÛÙÈ˜ ÂÈ¯ÂÈÚ‹ÛÂÈ˜ Û·˜ Î·È ÔÈ· Â›Ó·È Ë ‰ÈÎ‹ ÛÔ˘ Û˘ÌÌÂÙÔ¯‹ Î·È ÂÓ·Û¯ﬁÏËÛË ÌÂ ‚¿ÛË Ù· Ó¤· ‰Â‰ÔÌ¤Ó·; H ·ÒÏÂÈ· ÂÓﬁ˜ ·ÓıÚÒÔ˘ ÙË˜ ÂÌ‚¤ÏÂÈ·˜ ÙÔ˘ ·Ù¤Ú· ÌÔ˘, Î·È Ì¿ÏÈÛÙ· ·ﬁ ÌÈ· ÂÈ¯Â›ÚËÛË Ô˘ Ô ›‰ÈÔ˜ Â›¯Â ÛÙ‹ÛÂÈ, ·Ê‹ÓÂÈ ¯ˆÚ›˜ ·ÌÊÈ‚ÔÏ›· ÙÚ·ÁÈÎﬁ ÎÂÓﬁ ·ÚÔ˘Û›·˜ Î·È ÚÔÙ‡Ô˘... . ŸÌˆ˜ Ë ˙ˆ‹ ÊÚÔÓÙ›˙ÂÈ. ÿÛˆ˜ ÌÂ ÙÔ Ó· ÌË ÛÙ·Ì·Ù¿, Ì·˜ ‰›ÓÂÈ ÙÔ Î·Ï‡ÙÂÚÔ Ì¿ıËÌ·. £· Ú¤ÂÈ Ó· ÁÓˆÚ›˙Ô˘Ó ﬁÏÔÈ ˆ˜ Ë Û˘ÌÌÂÙÔ¯‹ ÌÔ˘ ÛÙ· ÙÂÎÙ·ÈÓﬁÌÂÓ· ÙË˜ ÂÈ¯Â›ÚËÛË˜ ‰ÂÓ ‹ÚıÂ ÙÒÚ· ˆ˜ ·Ó¿ÁÎË. Aﬁ ÙËÓ ÚÒÙË Ì¤Ú· ÌÂÙ¿ ÙËÓ ·ÔÊÔ›ÙËÛ‹ ÌÔ˘, Ë ‰Ô˘ÏÂÈ¿ ÌÂ ÂÚ›ÌÂÓÂ. O ·Ù¤Ú·˜ ÌÔ˘ ÌÔ‡ ÙÔ ÍÂÎ·ı¿ÚÈÛÂ: "MÔÚÂ›˜ Ó· ¯·ÚÂ›˜ ÁÈ· ÌÈ·

Ì¤Ú·. TËÓ ÂﬁÌÂÓË ¤¯ÂÈ ‰Ô˘ÏÂÈ¿." A˘Ùﬁ ‹Ù·Ó. ŒÚÂÂ, ÏÔÈﬁÓ, Ó· ÎÔÏ˘Ì‹Ûˆ Î·È Ì¿ÏÈÛÙ· ÛÙ· ‚·ıÈ¿. ¢È‰·ÛÎ·Ï›·, ·ÚÔ˘ÛÈ¿ÛÂÈ˜ ‚È‚Ï›ˆÓ, ÛÂÌÈÓ¿ÚÈ·, ¤ÚÂ˘Ó·, Û˘ÁÁÚ·Ê‹, ‰ËÌﬁÛÈÂ˜ Û¯¤ÛÂÈ˜ Î·È ﬁÏ· ﬁÛ· Û‹Ì·ÈÓÂ ÌÈ· ··ÈÙËÙÈÎ‹ Â·ÁÁÂÏÌ·ÙÈÎ‹ ˙ˆ‹, ¯ˆÚ›˜ ‰È·ÏÂ›ÌÌ·Ù·.H ·‰È¿ÎÔË ÙÚÈ‚‹ ÌÂ ﬁÏ· ·˘Ù¿, ÌÂ ‰›‰·ÍÂ, ÌÂ ¯·Ï‡‚‰ˆÛÂ, ÌÔ˘ ¤‰ˆÛÂ ﬁÏ· ÂÎÂ›Ó· Ù· ÂÊﬁ‰È· Ô˘ ‹Ù·Ó ··Ú·›ÙËÙ· ÁÈ· Ó· ÚÔ¯ˆÚ‹Ûˆ Î·È Ó· ÛÙ·ıÒ ‰›Ï· ÛÙÔÓ ·Ù¤Ú· ÌÔ˘ ˆ˜ ›ÛË ÚÔ˜ ›ÛÔ. N· Â›Ì·È ÛÂ ı¤ÛË ·ÎﬁÌ· Î·È Ó· ÙÔ˘ Î¿Óˆ ÚÔÙ¿ÛÂÈ˜ Î·È ·Ú·ÙËÚ‹ÛÂÈ˜ ÁÈ· ÙË ‰Ô˘ÏÂÈ¿. H ÂÌÂÈÚ›· ÙË˜ ‰È‰·ÛÎ·Ï›·˜ ÌÂ Ô‰‹ÁËÛÂ, Û· Ê˘ÛÈÎ‹ Û˘Ó¤¯ÂÈ·, ÛÙË Û˘ÁÁÚ·Ê‹, ·ÏÏ¿ Î·È ÙËÓ ·ÍÈÔÏﬁÁËÛË ÂÓﬁ˜ ‚È‚Ï›Ô˘. •ÂÎÈÓÒÓÙ·˜ ·˘Ù‹Ó ÙËÓ ÔÚÂ›·, Â‰Ò Î·È 12 ¯ÚﬁÓÈ·, ‰Â ÛÙ·Ì¿ÙËÛ· Ô‡ÙÂ ÏÂÙﬁ Î·È ‰Â ÛÎÔÂ‡ˆ, ‚¤‚·È·, Ó· ÛÙ·Ì·Ù‹Ûˆ Ô‡ÙÂ ÛÙÔ Ì¤ÏÏÔÓ. ÕÏÏˆÛÙÂ, ÌËÓ ÍÂ¯Ó¿˜, ﬁÙÈ Ë ‰ËÌÈÔ˘ÚÁ›· Â›Ó·È ÂÎÂ›ÓË Ô˘ ‰›ÓÂÈ ÓﬁËÌ· ÛÙË ˙ˆ‹ Ì·˜. A˘Ùﬁ ‰È‰¿¯ÙËÎ· ÎÈ ·˘Ùﬁ ÂÊ·ÚÌﬁ˙ˆ. ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 4

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4 ™˘Ó¤¯ÂÈ· ·ﬁ ÙË ÛÂÏ. 2

¶¤Ú· ﬁÌˆ˜ ·ﬁ ÙÔ Û˘ÁÁÚ·ÊÈÎﬁ ¤ÚÁÔ, ˘¿Ú¯ÂÈ ¿ÓÙ· Ë ‰È‰·ÛÎ·Ï›·, Ô˘ ÛÔ˘ ÚÔÛÊ¤ÚÂÈ ÙÔÓ ·¤Ú· ÙË˜ ·Ó·Ó¤ˆÛË˜, ‰È·ÔÙÈÛÌ¤ÓÔ ·ﬁ ÙÔÓ ÂÓıÔ˘ÛÈ·ÛÌﬁ ÙˆÓ Ó¤ˆÓ ·È‰ÈÒÓ.

K·È Ê˘ÛÈÎ¿, ÔÈ ·ÚÔ˘ÛÈ¿ÛÂÈ˜ ÙˆÓ ‚È‚Ï›ˆÓ Ì·˜ ÂÍ·ÎÔÏÔ˘ıÔ‡Ó Ó· Â›Ó·È Ì›· ·ﬁ ÙÈ˜ Î‡ÚÈÂ˜ ÂÓ·Û¯ÔÏ‹ÛÂÈ˜ ÌÔ˘. A·ÈÙÂ›Ù·È Ë Â·Ê‹ ÌÂ ÙÔÓ ÎﬁÛÌÔ ÙÔ˘ ¯ÒÚÔ˘ Ì·˜, ÁÈ· Ó· ÌÔÚÔ‡ÌÂ Ó· ·ÓÙ·ÏÏ¿ÛÛÔ˘ÌÂ ·ﬁ„ÂÈ˜, Ó· ÂÎÙÈÌÔ‡ÌÂ Ù· ÚÔ‚Ï‹Ì·Ù· Ô˘ ÚÔÎ‡ÙÔ˘Ó Î·È Ó· ‰›ÓÔ˘ÌÂ Ï‡ÛÂÈ˜. K·È ¿Óˆ ·’

ﬁÏ·, Ë ·ÓıÚÒÈÓË Â·Ê‹ Â›Ó·È ÂÎÂ›ÓË Ô˘ ¿ÓÙ· ‹ıÂÏ· Î·È Ë ÔÔ›· ¯·Ú·ÎÙ‹ÚÈ˙Â ÙÈ˜ ÎÈÓ‹ÛÂÈ˜ ÌÔ˘. A˜ ÌËÓ ÍÂ¯Ó¿ÌÂ, ¿ÏÏˆÛÙÂ, ﬁÙÈ ﬁÏË Ë ÔÈÎÔÁ¤ÓÂÈ·, Î·È ÙÔ ÙÔÓ›˙ˆ, ﬁ¯È ˆ˜ ÂÈ¯ÂÈÚËÌ·Ù›Â˜, ·ÏÏ¿ ˆ˜ ÔÈÎÔÁ¤ÓÂÈ·, Î·Ù·Ê¤Ú·ÌÂ Ó· ¤¯Ô˘ÌÂ Ê›ÏÔ˘˜ Û’ ÔÏﬁÎÏËÚË ÙËÓ EÏÏ¿‰·. H Î·ıËÌÂÚÈÓ‹ Ì·˜ ÚÔÛ¿ıÂÈ· Á›ÓÂÙ·È ÁÈ· Ó· Â›Ì·ÛÙÂ ÚÒÙ· ·’ ﬁÏ· ¿ÓıÚˆÔÈ. ŸÏ· ·˘Ù¿ ·ÎÔ‡ÁÔÓÙ·È ÔÏÏ¿. ¶Ò˜ Ù· Û˘Ó‰˘¿˙ÂÈ˜; T›ÔÙ· ‰ÂÓ Â›Ó·È Â‡ÎÔÏÔ. A·ÈÙÂ›Ù·È ÌÂÁ¿ÏË ÚÔÛ¿ıÂÈ·, ·ÓÙÔ¯‹ Î·È ÛÈ‰ÂÚ¤ÓÈ· ı¤ÏËÛË. £· ‹ıÂÏ· ÂÚÈÛÛﬁÙÂÚÔ ¯ÚﬁÓÔ ÁÈ· ÙËÓ ÔÈÎÔÁ¤ÓÂÈ¿ ÌÔ˘, ÙÔ Û‡˙˘ÁÔ Î·È Ù· ·È‰È¿ ÌÔ˘, ·ÏÏ¿ ‰ÂÓ Â›Ó·È ¿ÓÙ· ÂÊÈÎÙﬁ. ¢ÂÓ ÌÔÚÂ›˜ Ó· Ê·ÓÙ·ÛÙÂ›˜ ﬁÛÂ˜ ·ÓÙÔ¯¤˜ ¤¯ÂÈ ¤Ó·˜ ¿ÓıÚˆÔ˜ Î·È ﬁÛÔ Â‡ÎÔÏ· ÌÔÚÂ› Ó· ÙÈ˜ ÍÂÂÚ¿ÛÂÈ. ¶Ú·ÁÌ·ÙÈÎ¿ ·ÁÓÔÔ‡ÌÂ Ù· ﬁÚÈ¿ Ì·˜. Y¿Ú¯ÂÈ ﬁÌˆ˜ ¤Ó·˜ ÛÎÔﬁ˜, ¤Ó·˜ ÛÙﬁ¯Ô˜ Ô˘ Â›Ó·È ÌÚÔÛÙ¿, Î·È ‰ÂÓ ÂÈÙÚ¤ÂÙ·È Ó· Î¿ÓÂÈ˜ ›Ûˆ. MﬁÓÔ ÌÚÔÛÙ¿ ÌÔÚÂ›˜ Ó· ÎÔÈÙ¿˜ ÎÈ ·˘Ùﬁ Î¿Óˆ. AÓ ÛÙ·ıÂ›˜ Û˘ÓÂ‹˜

ÛÙ· ÈÛÙÂ‡ˆ Î·È ÛÙÔ˘˜ ÛÙﬁ¯Ô˘˜ ÛÔ˘, Ë ˙ˆ‹ ÛÂ ·ÓÙ·ÌÂ›‚ÂÈ. BÚÂı‹Î·ÌÂ Ó· ¤¯Ô˘ÌÂ ·˘Ù‹Ó ÙË ‚·ÚÈ¿ ÎÏËÚÔÓÔÌÈ¿ ·ﬁ ÙÔÓ ·Ù¤Ú·

ÌÔ˘, Î·È ÂÓÓÔÒ, ‚¤‚·È·, ÙÔ ﬁÓÔÌ·, ÙË Ê‹ÌË, ÙËÓ ·Í›·, ÙÔ ¤ÚÁÔ ÙÔ˘. K·ÏÔ‡Ì·ÛÙÂ Ó· Ù· ‰È·¯ÂÈÚÈÛÙÔ‡ÌÂ Î·È Ó· Ù· Û˘ÓÂ¯›ÛÔ˘ÌÂ. ¢ÂÓ ı· ‚¿ÏÔ˘ÌÂ ÌÚÔÛÙ¿ ﬁÌˆ˜ ÌﬁÓÔ ÙÔ ﬁÓÔÌ·Ø ı· ‚¿ÏÔ˘ÌÂ ÙËÓ ÂÌÂÈÚ›· Ì·˜, Ù· ‰È‰¿ÁÌ·Ù· ÂÓﬁ˜ ÌÂÁ¿ÏÔ˘ ‰·ÛÎ¿ÏÔ˘, ﬁˆ˜ ‹Ù·Ó Ô ·Ù¤Ú·˜ ÌÔ˘, ÙÔ˘˜ Û˘ÓÂÚÁ¿ÙÂ˜ Ì·˜ Î·È ÙË ı¤ÏËÛË Ó· Û˘ÓÂ¯›ÛÔ˘ÌÂ ÙÔ ¤ÚÁÔ ÙÔ˘. ™˘ÓÂ¯›˙Ô˘ÌÂ ÌÂ ÙËÓ ›‰È· ‰È¿ıÂÛË, ·ÏÏ¿ ÌÂ ÂÚÈÛÛﬁÙÂÚË ÔÚÌ‹ Î·È ﬁÚÂÍË Î·È Û˘Ó·ÈÛı·ÓﬁÌÂÓÔÈ Ï‹Úˆ˜ ÙÔ ‚¿ÚÔ˜ ÙˆÓ Â˘ı˘ÓÒÓ Ì·˜. A˜ ÁÓˆÚ›˙Ô˘Ó, ÏÔÈﬁÓ, ﬁÏÔÈ ˆ˜ Ù· Ú¿ÁÌ·Ù· ¤¯Ô˘Ó ‹‰Ë ¿ÚÂÈ ÙÔ ‰ÚﬁÌÔ ÙÔ˘˜ Î·È Ù›ÔÙ· ‰Â ı· Ì·˜ ‚Á¿ÏÂÈ ·ﬁ ·˘ÙﬁÓ. OÈ ¿ÓıÚˆÔÈ Ô˘ ÂÚÁ¿˙ÔÓÙ·È ÛÙËÓ ÂÈ¯Â›ÚËÛË Ò˜ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÙËÓ Ó¤· Î·Ù¿ÛÙ·ÛË; OÈ ¿ÓıÚˆÔÈ ÙË˜ ÂÈ¯Â›ÚËÛË˜ ‰ÂÓ Â›Ó·È ·ÏÒ˜ ÂÚÁ·˙ﬁÌÂÓÔÈ, ‰ÂÓ Â›Ó·È Ê›ÏÔÈ, ‰ÂÓ Â›Ó·È ÌﬁÓÔ ·ÏÈÔ› Ì·ıËÙ¤˜, Ô‡ÙÂ Î·Ó ·ÏÒ˜ Û˘Ó¿‰ÂÏÊÔÈ. E›Ó·È Ë ÔÈÎÔÁ¤ÓÂÈ¿ Ì·˜. E›Ó·È Ë ›‰È· Ë „˘¯‹ ÙË˜ ÂÈ¯Â›ÚËÛË˜. E›Ó·È ÔÈ ›‰ÈÔÈ ·˘ÙÔ› ¿ÓıÚˆÔÈ, Ô˘ ·È‰È¿ ·ÎﬁÌ·, ¤Ú·Û·Ó ÙËÓ ﬁÚÙ· ÙÔ˘ Û¯ÔÏÂ›Ô˘, ÁÈ· Ó· ‚ÚÂıÔ‡Ó Û‹ÌÂÚ· ‰¿ÛÎ·ÏÔÈ, Ê›ÏÔÈ Î·È Û˘ÓÂÚÁ¿ÙÂ˜. A˘ÙÔ› ÔÈ ¿ÓıÚˆÔÈ ÛÙ¿ıËÎ·Ó Î·È ÛÙ¤ÎÔÓÙ·È ‰›Ï· Ì·˜, ·ÁÎ¿ÏÈ·Û·Ó ÙÔ ¤ÚÁÔ Ì·˜, Û˘ÓÂÈÛ¤ÊÂÚ·Ó ÛÂ ÎﬁÔ Î·È È‰ÚÒÙ· Î·È ‰ÈÎ·ÈÔ‡ÓÙ·È ÙË˜ ·Ó·ÁÓÒÚÈÛË˜ Î·È ÙË˜ ÂÌÈÛÙÔÛ‡ÓË˜ Ì·˜. M·˙› ÙÔ˘˜ ı· ·ÁˆÓÈÛÙÔ‡ÌÂ Î·È Ì·˙› ı· ÂÙ‡¯Ô˘ÌÂ. ∆È ÔÓÂÈÚÂ‡ÂÛ·È; ¶ÚÒÙ· Î·È ¿Óˆ ·’ ﬁÏ· Â‡¯ÔÌ·È Ó· ¤¯Ô˘ÌÂ ﬁÏÔÈ Ì·˜ ˘ÁÂ›·. ŸÛÔ ÁÈ· ÙÈ˜ ÂÈ¯ÂÈÚ‹ÛÂÈ˜ Ì·˜, ÔÚÂ˘ﬁÌ·ÛÙÂ Û’ ¤Ó· ‰ÚﬁÌÔ Ô˘ Ú¤ÂÈ Ó· ‚Ï¤Ô˘ÌÂ ÌÚÔÛÙ¿ Î·È ‰ÂÓ ¤¯Ô˘ÌÂ ÙÔ ‰ÈÎ·›ˆÌ· Ó’ ·Ê‹ÛÔ˘ÌÂ ·Ó˘ÂÚ¿ÛÈÛÙ· ﬁÏ· ·˘Ù¿ Ô˘ ÌÂ ÙﬁÛÔ ÎﬁÔ ‰ËÌÈÔ˘ÚÁ‹ıËÎ·Ó. ÕÏÏˆÛÙÂ Ô ¯ÒÚÔ˜ ÙË˜ ÂÎ·›‰Â˘ÛË˜ Â›Ó·È ·¯·Ó‹˜, Ù· Ó¤· ·È‰È¿ ‰È„Ô‡Ó ÁÈ· Ì¿ıËÛË, ÎÈ ÂÌÂ›˜ Ú¤ÂÈ Ó· ¤¯Ô˘ÌÂ ‰È¿ıÂÛË Ó· ‰›ÓÔ˘ÌÂ Î·È Ó· Â›Ì·ÛÙÂ ¿ÓÙ· ÛÂ ı¤ÛË Ó· ÙÔ Î¿ÓÔ˘ÌÂ. K¿ÙÈ ¿ÏÏÔ Ô˘ ı· ‹ıÂÏÂ˜ Ó· Û˘ÌÏËÚÒÛÂÈ˜ ÎÏÂ›ÓÔÓÙ·˜ ·˘Ù‹Ó ÙË Û˘Ó¤ÓÙÂ˘ÍË; ¶Ú¤ÂÈ, ÌÂ ÙËÓ Â˘Î·ÈÚ›· ·˘Ù‹, Ó· ·Â˘ı‡Óˆ ¤Ó· ÌÂÁ¿ÏÔ Â˘¯·ÚÈÛÙÒ ÂÎ Ì¤ÚÔ˘˜ ÙË˜ ÔÈÎÔÁ¤ÓÂÈ¿˜ Ì·˜ ÛÂ ﬁÏÔ˘˜ ÂÎÂ›ÓÔ˘˜ Ô˘ ÛÙ¿ıËÎ·Ó ‰›Ï· Ì·˜ ÛÙÈ˜ ‰‡ÛÎÔÏÂ˜ ÒÚÂ˜. H Û˘Ì·Ú¿ÛÙ·ÛË ‹Ù·Ó Ú·ÁÌ·ÙÈÎ¿ Û˘ÁÎÏÔÓÈÛÙÈÎ‹. H ·ÓıÚˆÈ¿ Î·È Ë ·Á¿Ë ÍÂ¯Â›ÏÈÛ·Ó. Ÿ,ÙÈ Î·È Ó· ˆ Â›Ó·È Ï›ÁÔ. TÂÏÂÈÒÓÔÓÙ·˜, ı· Ú¤ÂÈ Ó· Û·˜ ˆ ﬁÙÈ, ÙﬁÛÔ Ô ·Ù¤Ú·˜, ﬁÛÔ Î·È Ë ÌËÙ¤Ú· ÌÔ˘ ¤¯Ô˘Ó Î¿ÓÂÈ ·ÁÒÓ· ˙ˆ‹˜ ÁÈ· Ó· ‰ËÌÈÔ˘ÚÁËıÔ‡Ó ﬁÏ· ·˘Ù¿. AÁÒÓ· ÛÎÏËÚﬁ Î·È Û˘ÓÂ¯‹. MÂ ‰˘ÛÎÔÏ›Â˜, ·ÔÁÔËÙÂ‡ÛÂÈ˜, ·ÏÏ¿ Î·È ¯·Ú¤˜. KﬁÔÈ Î·È ·Ú·Î·Ù·ı‹ÎÂ˜ ÌÈ·˜ ˙ˆ‹˜, ·Í›Â˜ Î·È È‰·ÓÈÎ¿ Ô˘ ‰ÂÓ ÌÂÙÚÈÒÓÙ·È, Ô‡ÙÂ ˙˘Á›˙ÔÓÙ·È, ˘¿Ú¯Ô˘Ó Ì¤Û· Ì·˜ Î·È ·ÔÙÂÏÔ‡Ó ÛÙ¿ÛË ˙ˆ‹˜ ÁÈ· Ì·˜. £· ·Ú·ÌÂ›ÓÔ˘Ó Ô Ê¿ÚÔ˜ Ô˘ ı· Ì·˜ Î·ıÔ‰ËÁÂ› ÛÙÔ Ù·Í›‰È ÚÔ˜ ÙË ‰ÈÎ‹ Ì·˜ Iı¿ÎË.

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6

Know thy stuff ! by Sylvia Kar

ave you ever thought how similar, doctor-patient relationships and studentteacher relationships really are? They are both based on the foundation of trust. You would never go to a doctor that you didn’t trust, so why on earth would you go to a teacher you didn’t trust? Students need to feel secure, that their teachers know what’s going on in their area of expertise, are in tune with the latest materials, and are up to date with teaching techniques, skills and strategies. Fortunately or unfortunately for us teachers, students have an uncanny sixth sense about whether their teachers like them or not, whether the teacher knows his stuff and is putting his best foot forward or whether he’s just killing time. You know what they say! “You can’t fool all of the people all the time.” The market, being in the slump it presently is, does not allow room for unprofessional, haphazard, packaged

H

teaching. Each lesson must be well prepared, interesting, to the point and geared to the needs of each individual case. Nothing can be left to ‘Lady Luck’ especially in the case of preparing students for certificates, and of course the higher the certificate the more pressure there is to be on target. You can’t teach for one exam using materials for another. Styles and techniques vary greatly as do the demands made on the student by each examination syndicate. I have often been asked why I don’t write a book on composition writing for the writing

section of the Michigan ECPE. The answer is really quite simple. How can you write a whole book on one type of composition formatbasically opinion type essays, stating advantages and disadvantages? It’s interesting to note just how many people preparing students for the Michigan ECPE don’t know that this is the only type of writing they need to teach their students. But then you might add what kind of teaching is this? Do we only teach towards examinations? Are we not obligated to give our students communicative language learning? I for one have no misconceptions about what I’m doing. It’s “wham bam thank you mam” and out the door. I know I’m not teaching them English, I’m just giving them skills and strategies to pass. As terrible as this sounds, for those of you who are still harboring the misconception that you are teaching communicative language, ask yourself what your first priority is, and if you are being honest with yourself, you will see that you want to pass them and get them out the door. Don’t feel guilty! Everyone’s doing it. The point is, do it w e l l , conscientiously and with lots of tender loving care. Don’t let anyone catch you with your pants down, which means you must know what you’re doing at all times and this means knowing what you’re preparing your students for, inside out and backwards. And, if you don’t know or aren’t sure about how something is done there really is no harm in asking, because none of us was born knowing. Sylvia Kar is a teacher, teacher trainer, the author of many an Exam Book and is considered to be an authority on B2, C1 and C2 examinations.

TKT kicks off with the British Council W

here were graduates of the British Council’s Introductory Course in the Teaching of English as a Foreign Language (ICTEFL) on Sunday 19th March, 2006?

“At the British Council, sitting Greece’s first administration of Cambridge ESOL’s recently introduced Teaching Knowledge Test” (or TKT for short). The British Council’s ICTEFL course is a recently revised programme for teachers with little or no teaching experience. As such it not only teaches you the skills and techniques you need to enter the classroom confidently by explaining what you have to do, showing you how to do it and helping you do it but provides a solid foundation in the principles that underpin successful teaching. It is this foundation that is at the very heart of TKT – a test based on knowledge of different methodologies for teaching, the 'language of teaching', the ways in which resources can be used, the key aspects of lesson planning and classroom management methods for different needs. Aiming not only to increase teachers' confidence and enhance job prospects by developing the core skills necessary for the English language classroom, the British Council’s ICTEFL course is an ideal way of preparing for the TKT. “Excellent and indepth preparation”, according to Myrto Arvaniti, ICTEFL Graduate. TKT itself has three core modules. These can be taken together in one exam session or separately, in any order, over three sessions. Each module consists of a test of 80 objective questions, lasting 80 minutes. So why not further your career as a teacher of English through the unique combination of the British Council’s very own Introductory Certificate in the Teaching of English as a Foreign Language and Cambridge ESOL’s Teaching Knowledge Test - the preferred combination of those on the road to success!

ºOPO§O°IKE™ & §O°I™TIKE™ Y¶OXPEø™EI™ ÁÈ· ∫•° MAIO™ ñ Aﬁ 1/5 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ÊÔÚÔÏÔÁÈÎÒÓ ‰ËÏÒÛÂˆÓ ﬁÛˆÓ ·ÔÎÙÔ‡Ó Â ÂÈÛﬁ‰ËÌ· ·ﬁ ÌÈÛıÔ‡˜, Û˘ÓÙ¿ÍÂÈ˜ Î·È ·ﬁ O.E., E.E. ñ Aﬁ 20/5 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. ¶ÚÔÛˆÚÈÓ‹˜ ¢‹ÏˆÛÂÈ˜ ÁÈ· ÙÔ º.M.Y. Ô˘ ·Ú·ÎÚ·Ù‹ıËÎÂ ÛÙÔ ‰›ÌËÓÔ 1/3-30/4 ñ M¤¯ÚÈ 31/5 ÏËÚˆÌ‹ ÂÈÛÊÔÚÒÓ IKA AÚÈÏ›Ô˘ ñ ¶ÏËÚˆÌ‹ ÛÙÔ ·ÔÏ˘ı¤Ó ÚÔÛˆÈÎﬁ ‹ ÛÙÔ ÚÔÛˆÈÎﬁ Ô˘ ¤ÏËÍ·Ó ÔÈ Û˘Ì‚¿ÛÂÈ˜ ÙÔ˘ EÈ‰ﬁÌ·ÙÔ˜ Õ‰ÂÈ·˜ Î·È AÔ˙ËÌÈÒÛÂˆ˜ Õ‰ÂÈ·˜ (AÓ·ÏﬁÁˆ˜ Á›ÓÂÙ·È Î·Ù·‚ÔÏ‹ Î·È ÛÙÔ˘˜ ÂﬁÌÂÓÔ˘˜ Ì‹ÓÂ˜ ÁÈ· ÙÔ ÚÔÛˆÈÎﬁ Ô˘ ·ÔÏ‡ÂÙ·È ‹ Ï‹ÁÔ˘Ó ÔÈ Û˘Ì‚¿ÛÂÈ˜ ÙÔ˘˜, ÙÔ˘˜ ÂﬁÌÂÓÔ˘˜ Ì‹ÓÂ˜) ñ EÓÙﬁ˜ 8 ËÌÂÚÔÏÔÁÈ·ÎÒÓ ËÌÂÚÒÓ ·ﬁ ÙËÓ ËÌÂÚÔÌËÓ›· ·ÔÏ‡ÛÂˆ˜, ·Ô¯ˆÚ‹ÛÂˆ˜ ‹ Ï‹ÍÂˆ˜ ÙˆÓ Û˘Ì‚¿ÛÂˆÓ ÙÔ˘ ÚÔÛˆÈÎÔ‡ Î·Ù·Ù›ıÂÙ·È Û¯ÂÙÈÎ‹ ·Ó·ÁÁÂÏ›· ÛÙÔÓ O.A.E.¢ Ô˘ ˘¿ÁÂÙ·È Ë ÂÈ¯Â›ÚËÛË (ÙÔ ›‰ÈÔ ÈÛ¯‡ÂÈ Î·È ÁÈ· ÙÔ˘˜ ÂﬁÌÂÓÔ˘˜ Ì‹ÓÂ˜ ) ñ M¤¯ÚÈ 31/5 ÏËÚˆÌ‹ ÂÈÛÊÔÚÒÓ IKA AÚÈÏ›Ô˘ IOYNIO™ ñ Aﬁ 2/6 ·Ú¯›˙ÂÈ Ë ˘Ô‚ÔÏ‹ ‰ËÏÒÛÂˆÓ ºMA¶ ÙˆÓ Ê˘ÛÈÎÒÓ ÚÔÛÒˆÓ Ô˘ ¤¯Ô˘Ó ÛÙËÓ Î·ÙÔ¯‹ ÙÔ˘˜ ·Î›ÓËÙ· ·ÓÙÈÎÂÈÌÂÓÈÎ‹˜ ·Í›·˜ 243.600,00 Â˘ÚÒ ÁÈ· ÙÔÓ ¿Á·ÌÔ, 487.200,00 Â˘ÚÒ ÁÈ· ÙÔÓ ¤ÁÁ·ÌÔ ÚÔÛ·˘Í·ÓﬁÌÂÓÔ Î·Ù¿ 61.650Â˘ÚÒ ÁÈ· Î·ı¤Ó· ·ﬁ Ù· ‰‡Ô ÚÒÙ· ·Ó‹ÏÈÎ· ÚÔÛÙ·ÙÂ˘ﬁÌÂÓ· Ù¤ÎÓ· ñ M¤¯ÚÈ 30/6 ÏËÚˆÌ‹ ÂÈÛÊÔÚÒÓ IKA M·˝Ô˘ Î·È ¢ÒÚÔ˘ ¶¿Û¯· MÈ· Â˘ÁÂÓÈÎ‹ ÚÔÛÊÔÚ¿ ÙÔ˘ Aı·Ó·Û›Ô˘ ¶··Ï˘Ì¤ÚË, ÊÔÚÔÙÂ¯ÓÈÎÔ‡, Û˘Ì‚Ô‡ÏÔ˘ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ.

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8

HOW WE TEACH GRAMMAR by Hester Lott

A third way Hester Lott abandons the top and the bottom and steps firmly down a middle path. Teaching grammar can be tricky. For many otherwise competent EFL practitioners, it is scary. Few teachers actually like grammar, or enjoy teaching it as they enjoy teaching the other 'skills'. I would suggest there are two reasons for this, one of which relates to the particular history of teachers educated in the UK. The other (and the one which concerns me here as I think it is likely to be more relevant to readers of ETp) lies, I come to believe, in the way grammar is traditionally regarded by grammarians. Grammar and grammarians In contrast with other aspects of language, grammar is commonly treated in a scientistic way. By this I mean that it is treated as if it consists of a set of rules, based on abstract concepts, which must be learnt in the abstract and mechanically applied. As teachers, we first need to learn the terminology (e.g. adverb, aspect, conjunction, auxiliary etc); and then the different types of formulae: (e.g. 'S + V + 0 + A', or 'wh + do/does + NP + verb + ?'), and then figure out how to communicate this knowledge to people with very little English. This approach

seems to have very little to do with 'meaning' or 'communication'. No wonder grammar teaching is perceived as frightening! Grammar and learning It is possible to teach a language and never have recourse to a grammar term, nor study grammar as a separate discipline at all. We all do this in acquiring our first language. However, it takes years of constant exposure to a language or, better, complete immersion. Very few students have the time or the inclination to go for this approach. So the teaching of formal grammar is a way of speeding up the learning process by giving students the tools to enable them to generate original sentences in 'correct' English by the application of a set of rules. The problem for teachers lies in how to create the same kind of positive learning conditions when teaching grammar that they routinely apply to the other language 'skills'. There is a widely-held belief that learning happens most readily when the students are personally engaged with the material, when the subject is interesting to them or when they identify personally with the people they are reading about. They learn from observation, imitation and repetition, all within an encouraging

and supportive atmosphere, which gives them confidence to experiment and get things wrong a few times without feeling they have broken the law. Grammar and the syllabus One way of looking at the problem of integrating the study of grammar into the syllabus is by drawing a comparison with methods used by theorists and researchers into the development of artificial intelligence (AI), the creation of a human-like electronic or machine 'mind'. There are two radically different schools of thought concerning the best initial approach. One is termed the 'bottom up' and the other the 'top down' approach. Bottom-up The first group, those with the 'bottom up' approach, start by creating a simple basic creature, rather like a slug, which has the fundamental capacities that living creatures need: it can recognise and move away from danger, and recognise and move towards objects which are safe and 'useful'. When this is achieved, the researchers try to add more sophisticated capacities, such as the ability to interact with other creatures, using tools to achieve simple tasks and so on. By adding more and more elements to the program, they hope eventually to create a kind of 'thinking mind'. One could draw an analogy between the eclectic methods of the modern English language teacher and the 'bottom up' approach. There is no complex rule-learning initially, but, instead, the presentation and repetition of simple phrases and words in a recognisable context, and preferably with communicative purpose. Gradually more vocabulary is added, along with stylistic and grammatical complexity, in a steadily expanding, three-dimensional inverted pyramid of knowledge, confidence and competence. Top-down At the other end of the spectrum, the 'top down' AI scientists start by analysing the processes involved in a chosen complex, intellectual challenge, such as the game of chess, and creating an intricate (but strictly limited) program to deal with this. Then they may develop a separate program which can, for example, translate simple instructions from English into Japanese. Then they try to integrate the two, so an English-speaking robot can play chess with a Japanese- speaking robot. And so on, creating and combining more and more of these separate complex programs, in the hope that eventually they will end up with a kind of 'thinking mind'. Grammarians seem to operate in a similar way to this group, the 'top downers'. They start by looking at the language as a whole and proposing a set of complicated rules governed by a traditional terminology (or metalanguage). They then attempt to make all 'real' language fit into the appropriate, ready-made, conceptual 'boxes'. In order for them to teach this, it is necessary to teach the metalanguage to students before teaching, parrot fashion, what should go into the boxes. This process is a long way from the 'ideal'

learning process we have looked at above, and from the one which children go through when they learn their mother tongue. A more efficient way The dilemma for the teacher lies in how to incorporate the best practices of the ELT classroom into their grammar teaching, or, in other words, to incorporate something of the 'top-down' approach into an essentially 'bottomup' system. With traditional 'top-down' methods, the grammar-learning process should go something like this: 1. presentation of a grammatical structure, usually in a sentence presented without context, character or information about register or genre 2. explanation of the rule, possibly with other, equally contextless examples 3. application of the rule by the student, in controlled conditions 4. absorption of the 'feel' of how the structure is used, and memorisation of examples of this 5. occasional mental recourse to the 'rule' when in difficulty 6. bypassing the rule in favour of an intuitive understanding of the way the language works and the spontaneous use of language in chunks, ie fluency This can be very successful, but is not always so. The problem lies at stage 4. What is the best way to move students on from stage 3 to 4? A 'middle-out' approach My view is that neither the bottom-up, nor the top-down approaches are maximally efficient for the effective teaching of grammar, though both may eventually achieve the same result, given continuing effort and good-will on the part of the student and the teacher. The problem is that many students will never move beyond stage 3 and fossilised errors become established, which, as the name implies, will never be corrected. I would suggest that a third category: the 'middle-out' approach, is the most effective. This consists of teaching, or establishing common prior knowledge of, the relevant grammatical concept and terminology, possibly even in the student's first language, thereby establishing a 'middle ground'. It is essential that the student has a deep understanding of the meaning behind the item or structure, which is only achieved by looking at, and, ideally, listening to, how it is actually used by native speakers, using carefully selected examples of written or spoken English at the appropriate level. It should then be possible for the student to 'absorb' the deeper meaning. When students have absorbed the deeper meaning, and understood the explanation, the teacher will be able to lead them to experiment confidently with the structure by expressing their ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 19

Hester Lott has worked for many years as an editor and an author of ELT books, specialising in grammar and methodology. She is an experienced English language teacher, having taught in Italy, London, and Oxford. Recently, Hester was in Athens, for a plenary at TESOL, as a guest speaker. She is the author of REAL ENGLISH GRAMMAR, by MC ELT, represented by ANDREW BETSIS ELT.

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9 ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ EÎ·È‰Â˘ÙÈÎ‹ æ˘¯ÔÏﬁÁÔ˜ B.A., M.A., ·ÓÂÈÛÙËÌ›Ô˘ McGill K·Ó·‰¿ EÈÎÂÊ·Ï‹˜ ÂÚÂ˘ÓËÙÈÎÔ‡ ÙÌ‹Ì·ÙÔ˜ MindPower Publishing [email protected]

Mixed ability classes: ¶Ô‡ Ú¤ÂÈ Ó· Â›Ó·È Ë ÚÔÛÔ¯‹ Ì·˜, ÛÙÔ˘˜ ‘·‰‡Ó·ÙÔ˘˜’ Ì·ıËÙ¤˜ ‹ ÛÙÔ˘˜ Ì·ıËÙ¤˜ Ô˘ ¤¯Ô˘Ó Î›ÓËÙÚÔ; ¶Ò˜ ÌÔÚÔ‡ÌÂ Ó· ¤¯Ô˘ÌÂ ÈÛÔÚÚÔ›· ÛÙËÓ Ù¿ÍË; Dildar Mechmet, •¿ÓıË

Ú·ÁÌ·ÙÈÎﬁÙËÙ· Ë Â·ÙËÌ¤ÓË Ù‹˜ ‘ÌÈÎÙ‹˜ Ù¿ÍË˜’ ·ÔÙÂÏÂ› ÙÔÓ ÈÔ ˙ËÌÈÔÁﬁÓÔ Î·È ¿Î·ÚÔ Û˘Ó‰˘·ÛÌﬁ ÛÙÔÓ ÔÔ›ÔÓ ÌÔÚÔ‡ÌÂ Ó· Î·Ù·Ï‹ÍÔ˘ÌÂ Â¿Ó ı¤ÏÔ˘ÌÂ ÌÂÁ›ÛÙË ·ﬁ‰ÔÛË, ÙﬁÛÔ Ì·ıËÛÈ·Î¿ – ÁÈ· ﬁÏÔ˘˜ ÙÔ˘˜ Ì·ıËÙ¤˜, Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ Î·È ÂÎÂ›ÓˆÓ Ô˘ ıÂˆÚÔ‡ÓÙ·È

æ˘¯Ô...ÁÚ¿ÊËÌ· ™Â Î¿ıÂ ÙÂ‡¯Ô˜ Ë ¤ÁÎÚÈÙË „˘¯ÔÏﬁÁÔ˜ √ÏÁ· °ÂÚÈÙÛ›‰Ô˘ ı· ··ÓÙ¿ ÛÙ· ÁÚ¿ÌÌ·Ù· Î·È Ù· e mails Û·˜ Î·È ı· ‰›ÓÂÈ ··ÓÙ‹ÛÂÈ˜ ÛÙ· ı¤Ì·Ù· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙÂ Î·ıËÌÂÚÈÓ¿ ÛÙËÓ Ù¿ÍË. ‘¿ÚÈÛÙÔÈ’- , ﬁÛÔ Î·È ¯ÚÔÓÈÎ¿. ™ÙËÓ ‰Â ÂÚ›ÙˆÛË ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ Â›Ó·È ¿‰ÈÎË, Î·ıÒ˜ ÙÔ ÔÏÈÎﬁ ÂÎ·È‰Â˘ÙÈÎﬁ ·ÔÙ¤ÏÂÛÌ· ÙË˜ ÚÔÛ¿ıÂÈ·˜ ÙÔ˘ ‰ÂÓ ·ÓÙ·ÔÎÚ›ÓÂÙ·È ÛÙ· ÙÂÚ¿ÛÙÈ· ÔÛ¿ ÂÓ¤ÚÁÂÈ·˜ Î·È ÚÔÛ¿ıÂÈ·˜ Ô˘ ··ÈÙÂ›Ù·È ·ﬁ ·˘ÙﬁÓ, Î·È Î˘Ú›ˆ˜ ÛÙËÓ ·›ÛıËÛË ÙË˜ ·Ô-

Ù˘¯›·˜ Î·È ·ÓÂ¿ÚÎÂÈ·˜ Ô˘ ÂÈÛÚ¿ÙÙÂÈ ﬁÙ·Ó ¤Ó· ÌÂÁ¿ÏÔ ÔÛÔÛÙﬁ ÙË˜ Ù¿ÍË˜ ÙÔ˘ ‰ÂÓ ¤¯ÂÈ ·ÔÎÙ‹ÛÂÈ ÂÈÙ˘¯Ò˜ ÙËÓ ÂÈı˘ÌËÙ‹ ÁÓÒÛË. E›Ó·È ·Ó·ÁÎ·›Ô ÏÔÈﬁÓ Ó· ·Ó·ÏÔÁÈÛıÔ‡ÌÂ ˆ˜ Â·ÁÁÂÏÌ·Ù›Â˜ Ô˘ Ô‰ËÁÔ‡Ó ÔÈ Â·ÙËÌ¤ÓÂ˜ ÂÓ¤ÚÁÂÈÂ˜ Ì·˜ Î·È Ó· ÈÛÔÏÔÁ›ÛÔ˘ÌÂ Ù· ‚Ú·¯˘-

ÚﬁıÂÛÌ· ‘Î¤Ú‰Ë’ ÌÂ ÙÈ˜ Ì·ÎÚÔÚﬁıÂÛÌÂ˜ ˙ËÌ›Â˜, ÙﬁÛÔ ÂÎ·È‰Â˘ÙÈÎ¿ ﬁÛÔ Î·È ·ÙÔÌÈÎ¿, Â·ÁÁÂÏÌ·ÙÈÎ¿, ÎÏ·‰ÈÎ¿ Î·È ÎÔÈÓˆÓÈÎ¿ Î·È Ó· ·Ó·Ï¿‚Ô˘ÌÂ ‰˘Ó·ÌÈÎ¿ ÙÈ˜ Â˘ı‡ÓÂ˜ Ì·˜ ÛÙËÓ ÂÍ¤ÏÈÍË Î·È ‰È·ÌﬁÚÊˆÛË ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 19

H Ì·˙ÈÎ‹ Î·È ÁÚ‹ÁÔÚË ÂÎ·›‰Â˘ÛË ÚÔ¸Ôı¤ÙÂÈ ·Û˘Ì‚·ÙﬁÙËÙ· ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ÚÔÊ›Ï ÙˆÓ Ì·ıËÙÒÓ ·ÏÏ¿ Â›Ó·È Ì·ıËÌ·ÙÈÎ¿ Û›ÁÔ˘ÚÔ ﬁÙÈ Ô‰ËÁÂ› ÛÂ Â›Ï·ÛÙË ÛÙÚˆÌ¿ÙˆÛË ÙË˜ Ù¿ÍË˜, ÌÂ ÚÔÒıËÛË ÌÈÎÚÔ‡ ÔÛÔÛÙÔ‡ Ì·ıËÙÒÓ Î·È ·Ó·Û¯·ÈÙÈÛÌﬁ ÙˆÓ ÂÚÈÛÛÔÙ¤ÚˆÓ. A˘Ùﬁ ‰ËÌÈÔ˘ÚÁÂ›Ù·È ·ﬁ ÙËÓ Ù¿ÍË Ô˘ ·ÔÙÂÏÂ›Ù·È ·ﬁ ¿ÙÔÌ· ‰È·ÊÔÚÂÙÈÎ‹˜ ÚÔ¤ÏÂ˘ÛË˜ Î·È ÂÎ·È‰Â˘ÙÈÎÔ‡ ÚÔÊ›Ï. Œ¯ÂÈ ·Ô‰ÂÈ¯ıÂ› ﬁÙÈ ﬁÙ·Ó ¯ˆÚ›ÛÔ˘ÌÂ ÙËÓ Ù¿ÍË ÛÂ ÌÈÎÚﬁÙÂÚ· ÙÌ‹Ì·Ù·, ÌÂ Û‡ÓıÂÛË Ô˘ Ó· ÛÙËÚ›˙ÂÙ·È ÛÙ· ÔÌÔÈÔÁÂÓ‹ Î·È Û˘Ì‚·Ù¿ ÂÎ·È‰Â˘ÙÈÎ¿ ÚÔÊ›Ï ÙˆÓ Ì·ıËÙÒÓ, ÛÙÔ Ù¤ÏÔ˜ ÙË˜ ÂÎ·È‰Â˘ÙÈÎ‹˜ ÂÚÈﬁ‰Ô˘ ﬁÏ· Ù· ÙÌ‹Ì·Ù· Î·Ù·-

Ï‹ÁÔ˘Ó ÛÙÔ ›‰ÈÔ ·ÔÙ¤ÏÂÛÌ·, ‰ËÏ·‰‹ ﬁÏÔÈ ÔÈ Ì·ıËÙ¤˜ ¤¯Ô˘Ó ·ÔÎÙ‹ÛÂÈ ÂÈÙ˘¯Ò˜ ÙËÓ ÁÓÒÛË Ô˘ ÙÔ˘˜ ÌÂÙ·‰ﬁıËÎÂ. K·È ÙÔ ÛËÌ·ÓÙÈÎﬁÙÂÚÔ ¤¯Ô˘Ó ·ÔÎÙ‹ÛÂÈ ·˘ÙÔÂÔ›ıËÛË, ÛÈÁÔ˘ÚÈ¿ ÁÈ· ÙËÓ Ì·ıËÛÈ·Î‹ ÙÔ˘˜ ÈÎ·ÓﬁÙËÙ·, Î·È ıÂÙÈÎ‹ ·ÓÙ›ÏË„Ë ÁÈ· ÙËÓ ÁÓÒÛË Î·È ÙËÓ ÂÎ·›‰Â˘ÛË ÁÂÓÈÎ¿. TÔ ·Ú·¿Óˆ ·ÔÙ¤ÏÂÛÌ· ﬁÌˆ˜ ÂÈÙ˘Á¯¿ÓÂÙ·È ÌﬁÓÔ ﬁÙ·Ó Ô ÂÎ·È‰Â˘ÙÈÎﬁ˜ ÈÛÙÂ‡ÂÈ Ú·ÁÌ·ÙÈÎ¿ ﬁÙÈ ﬁÏÔÈ ·ÓÂÍ·ÈÚ¤Ùˆ˜ ÔÈ Ì·ıËÙ¤˜ ÌÔÚÔ‡Ó Ó· ˆÊÂÏËıÔ‡Ó ÛÙÔÓ ›‰ÈÔ ‚·ıÌﬁ Î·È ¤ÎÙ·ÛË ·ﬁ ÙËÓ ‰È‰·¯‹ ÙÔ˘. H ·Á›‰· ÛÂ Ù¤ÙÔÈÂ˜ Î·Ù·ÛÙ¿ÛÂÈ˜ Â›Ó·È Ë ‰È·ÊÔÚÂÙÈÎ‹ ·ÓÙÈÌÂÙÒÈÛË Ô˘ ˘ÔÛ˘ÓÂ›‰ËÙ· Î¿ÓÔ˘ÌÂ ÚÔ˜ Ù· ‰È·ÊÔÚÂÙÈÎ¿ ÙÌ‹Ì·Ù· ÈÛÙÂ‡ÔÓÙ·˜ ﬁÙÈ ¤¯Ô˘Ó ‰È·ÊÔÚÂÙÈÎ¤˜ ‰˘Ó·ÙﬁÙËÙÂ˜ ÂÎÌ¿ıËÛË˜ : Ì›· Û˘ÓËıÈÛÌ¤ÓË Ï¿ÓË Ë ÔÔ›· ﬁÌˆ˜ Ô‰ËÁÂ›, ﬁˆ˜ ¤¯ÂÈ ÂÚÂ˘ÓËÙÈÎ¿ ÔÏÏ¿ÎÈ˜ ·Ô‰ÂÈ¯ıÂ›, ÛÂ self-fulfilling prophesy. AÓ Î·È ÈÛÙÂ‡Ô˘ÌÂ ﬁÙÈ Ë ‰ËÌÈÔ˘ÚÁ›· ÔÌÔÈÔÁÂÓÒÓ ÙÌËÌ¿ÙˆÓ Â›Ó·È ·ÓÙÈÔÈÎÔÓÔÌÈÎ‹ ÙﬁÛÔ ÁÈ· ÙÔ ÂÎ·È‰Â˘ÙÈÎﬁ ›‰Ú˘Ì· ﬁÛÔ Î·È ÁÈ· ÙÔ˘˜ ÁÔÓÂ›˜ ÙˆÓ Ì·ıËÙÒÓ, ÛÙËÓ

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10

¶ˆ˜ Ó· ÚÔÊ˘Ï¿ÍÔ˘ÌÂ Ù· ·È‰È¿ ·Ô ÙËÓ «K·ÏÔÎ·ÈÚÈÓ‹ OÏ›ÛıËÛË»

XÙ›˙ÔÓÙ·˜ «Î·ÏÔ‡˜» Ì·ıËÙ¤˜ ¿ÙÈ ÂÚÈÌ¤ÓÂÈ Ù· ·È‰È¿ Ì·˜ ·˘Ùﬁ ÙÔ Î·ÏÔÎ·›ÚÈ Î·È Î·ÓÂ›˜ Ì·˜ ‰ÂÓ ¤¯ÂÈ È‰¤·. §¤ÁÂÙ·È «K·ÏÔÎ·ÈÚÈÓ‹ OÏ›ÛıËÛË» ( summer slide) , Î·È ÂÚÈÁÚ¿ÊÂÈ ÙÈ ·ÎÚÈ‚Ò˜ Û˘Ì‚·›ÓÂÈ ÛÙÔ ÓÂ·ÓÈÎﬁ Ì˘·Ïﬁ ﬁÙ·Ó Ì¤ÓÂÈ ¿Ú·ÁÔ ÁÈ· ÙÚÂ›˜ ÔÏﬁÎÏËÚÔ˘˜ Ì‹ÓÂ˜. K·ıÒ˜, ÏÔÈﬁÓ, ÏËÛÈ¿˙Ô˘Ó ÔÈ Î·ÏÔÎ·ÈÚÈÓ¤˜ Ì‹ÓÂ˜ ÔÏÏÔ› ÁÔÓÂ›˜ ÛÎ¤ÊÙÔÓÙ·È ÙÈ˜ ÔÈÎÔÁÂÓÂÈ·Î¤˜ ‰È·ÎÔ¤˜, Ù· Ù·Í›‰È·, ˆ˜ Ó· ··Û¯ÔÏ‹ÛÔ˘Ó Ù· ·È‰È¿ ÛÙÔ Û›ÙÈ, ÙÈ˜ ·ﬁÙÔÌÂ˜ ·ÏÏ·Á¤˜ ÛÙÔ ÚﬁÁÚ·ÌÌ· ÙË˜ ÔÈÎÔÁ¤ÓÂÈ·˜ Î·È ˆ˜ Ó· ÙÈ˜ ·ÓÙÈÌÂÙˆ›ÛÔ˘Ó. A˘Ùﬁ Ô˘ ‰ÂÓ ‰Â›¯ÓÂÈ Ó· ÙÔ˘˜ ··Û¯ÔÏÂ› Î·È È‰È·›ÙÂÚ· Â›Ó·È ÙÔ ﬁÛÔ ¤‰·ÊÔ˜ ¯¿ÓÔ˘Ó

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ÂÎ·È‰Â˘ÙÈÎ¿ Ù· ·È‰È¿ ÙÔ˘˜ Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ·˘ÙÒÓ ÙˆÓ ÙÚÈÒÓ ÌËÓÒÓ, Î˘Ú›ˆ˜ ﬁÛÔÓ ·ÊÔÚ¿ ÙÔ ‰È¿‚·ÛÌ·. E¿Ó ÁÓÒÚÈ˙·Ó ÔÙÈ Ô Ì¤ÛÔ˜ Î·ıËÁËÙ‹˜ ‰··Ó¿ ÂÚ› ÙÔÓ ¤Ó· Ì‹Ó· ÁÈ· Ó· Í·Ó¿ ‰È‰¿ÍÂÈ ‡ÏË Ô˘ ¤¯ÂÈ ÍÂ¯·ÛÙÂ› ÙÔ Î·ÏÔÎ·›ÚÈ, ›Ûˆ˜ Ó· ¤ıÂÙ·Ó ¿ÏÏÂ˜ ÚÔÙÂÚ·ÈﬁÙËÙÂ˜.( NÔ¤Ì‚ÚÈÔ˜ 2002 Report John Hopkins Center)

A˘Ùﬁ˜ Ô Ì‹Ó·˜ Î¿ÏÏÈÛÙ· ı· ÌÔÚÔ‡ÛÂ Ó· ‰È·ÙÂıÂ› ÈÔ ·Ú·ÁˆÁÈÎ¿ ÁÈ· ÙËÓ ‰È‰·ÛÎ·Ï›· Ó¤·˜ ‡ÏË˜. H ›‰È· ¤ÚÂ˘Ó· ˘ÔÛÙËÚ›˙ÂÈ ﬁÙÈ Ù· ·È‰È¿ Ô˘ ‰È·‚¿˙Ô˘Ó Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙˆÓ Î·ÏÔÎ·ÈÚÈÓÒÓ ‰È·ÎÔÒÓ ÎÂÚ‰›˙Ô˘Ó ÛÂ ·Ó·ÁÓˆÛÙÈÎ¤˜ ‰ÂÍÈﬁÙËÙÂ˜, ÂÓÒ ﬁÛ· ‰ÂÓ ‰È·‚¿˙Ô˘Ó ¯¿ÓÔ˘Ó ·ÎﬁÌ· Î·È Ì¤ÚÔ˜ ÙˆÓ ·ÔÎÙËı¤ÓÙˆÓ Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙË˜ Û¯ÔÏÈÎ‹˜ ¯ÚÔÓÈ¿˜. OÈÎÔÓÔÌÈÎﬁ Â›Â‰Ô OÈ ÂÈ‰ÈÎÔ› Û˘ÌÊˆÓÔ‡Ó ÔÙÈ ÙÔ ÔÈÎÔÁÂÓÂÈ·Îﬁ ÂÈÛﬁ‰ËÌ· ·›˙ÂÈ ÛËÌ·ÓÙÈÎﬁ ÚﬁÏÔ ÛÙÔÓ ÚÔÛ‰ÈÔÚÈÛÌﬁ ÙË˜ ¤ÎÙ·ÛË˜ ÙË˜ ÔÏ›ÛıËÛË˜. M·ıËÙ¤˜ ·Ô ÔÈÎÔÁ¤ÓÂÈÂ˜ ¯·ÌËÏÔ‡ ÂÈÛÔ‰‹Ì·ÙÔ˜ « ·ÚÔ˘ÛÈ¿˙Ô˘Ó ÌÈ· Ì¤ÛË ·ÒÏÂÈ· ÛÙËÓ ·Ó¿ÁÓˆÛË ·Óˆ ÙˆÓ ‰‡Ô ÌËÓÒÓ» K·È ÙÔ Úﬁ‚ÏËÌ·, ‰˘ÛÙ˘¯Ò˜, ¤¯ÂÈ Û˘ÛÛˆÚÂ˘ÙÈÎﬁ ¯·Ú·ÎÙ‹Ú·, ‰ËÌÈÔ˘ÚÁÒÓÙ·˜ ﬁÏÔ Î·È ÌÂÁ·Ï‡ÙÂÚ· ÎÂÓ¿ Î¿ıÂ Î·ÏÔÎ·›ÚÈ. OÈ ÎÔÈÓˆÓÈÔÏﬁÁÔÈ Karl Alexander and Doris Entwisle ·¤‰ÂÈÍ·Ó ·˘Ù‹ Ë Û˘ÛÛÒÚÂ˘ÛË Â›Ó·È ¤Ó·˜ ·Ô ÙÔ˘˜ Î‡ÚÈÔ˘˜ ÏﬁÁÔ˘˜ Ô˘ ‰ËÌÈÔ˘ÚÁÔ‡Ó ÙÔ ¯¿ÛÌ· ÌÂÙ·Í‡ ÙˆÓ Ì·ıËÙÒÓ ·Ô ‰È·ÊÔÚÂÙÈÎ¿ ÎÔÈÓˆÓÈÎ¿ Î·È ÔÈÎÔÓÔÌÈÎ¿ ÛÙÚÒÌ·Ù·. H ¤ÚÂ˘Ó· ¤‰ÂÈÍÂ ÔÙÈ ÂÓÒ ÔÈ Û¯ÔÏÈÎ¤˜ ÂÈ‰ﬁÛÂÈ˜ ÁÈ· Ù· Ì¤Û· Î·È ¯·ÌËÏ¿ ÔÈÎÔÓÔÌÈÎ¿ ÛÙÚÒÌ·Ù· ‚ÂÏÙÈÒÓÔÓÙ·È ÌÂ ·ÚﬁÌÔÈÔ˘˜ Ú˘ıÌÔ‡˜ Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙË˜ ¯ÚÔÓÈ¿˜, ÔÈ ‰Â‡ÙÂÚÔÈ ·ÚÔ˘ÛÈ¿˙Ô˘Ó Û˘ÛÛˆÚÂ˘ÙÈÎ‹ ·ÒÏÂÈ· ‰ÂÍÈÔÙ‹ÙˆÓ ÙÔ Î·ÏÔÎ·›ÚÈ Î·ı’ﬁÏË ÙËÓ ‰È¿ÚÎÂÈ· ÙË˜ ÚˆÙÔ‚¿ıÌÈ·˜ ÂÎ·›‰Â˘ÛË˜. EÓ· ‚‹Ì· ÛÙËÓ ÛˆÛÙ‹ Î·ÙÂ‡ı˘ÓÛË TﬁÛÔ ÁÈ· Ó· ·ÔÊÂ˘¯ıÂ› Ë Î·ÏÔÎ·ÈÚÈÓ‹ ÔÏ›ÛıËÛË, ·ÏÏ¿ Î·È ÁÈ· Ó· ÂÈÙ‡¯Ô˘ÌÂ Î·Ï‡ÙÂÚË Â›‰ÔÛË ÙËÓ ÂﬁÌÂÓË ¯ÚÔÓÈ¿ ı· Ú¤ÂÈ Ó· Î·ÙÂ˘ı‡ÓÔ˘ÌÂ Ù· ·È‰È¿ ÚÔ˜ ÙÔ Î·ÏÔÎ·ÈÚÈÓﬁ ‰È¿‚·ÛÌ·. E›Ó·È ·ﬁÏ˘Ù· Ê˘ÛÈÔÏÔÁÈÎﬁ Ù· ·È‰È¿ Ó· ı¤ÏÔ˘Ó Ó· ÎÚ‡„Ô˘Ó Ù· ‚È‚Ï›· Î·È Ó· ÌËÓ Ù· Í·Ó·‰Ô‡Ó ·Ú¿ ÙËÓ ÚÔËÁÔ‡ÌÂÓË ÙË˜ ÂÓ¿ÚÍÂˆ˜ ÙË˜ Ó¤·˜ Û¯ÔÏÈÎ‹˜ ¯ÚÔÓÈ¿˜. £¤ÏÔ˘Ó Ó· ‚ÁÔ˘Ó ¤Íˆ, Ó· Î¿ÓÔ˘Ó Ô‰‹Ï·ÙÔ, Ó· ·›ÍÔ˘Ó Ì¿Ï·, Ó· Î¿ÓÔ˘Ó Ì¿ÓÈÔ ÛÙËÓ ı¿Ï·ÛÛ·. K·È ÙÔ Ó· Ù· ‰ÂÛÌÂ‡ÛÔ˘ÌÂ ÁÈ· Ó· ‰È·‚¿ÛÔ˘Ó Ï›ÁÔ Î·ıËÌÂÚÈÓ¿ ·ÔÙÂÏÂ› ·ÏËıÈÓﬁ ·ÁÒÓ·. H ¤ÚÂ˘Ó· ¤¯ÂÈ ·Ô‰Â›ÍÂÈ ÔÙÈ ÔÙ·Ó ÔÈ ÁÔÓÂ›˜ ÂÌÏ¤ÎÔÓÙ·È ÂÓÂÚÁ¿ ÛÙËÓ ‰È·‰ÈÎ·Û›· ÙË˜ Ì¿ıËÛË˜, ÙﬁÙÂ ¤¯Ô˘ÌÂ ÈÔ ÂÈÙ˘¯ËÌ¤Ó· ·È‰È¿ ÂÓÙﬁ˜ Î·È ÂÎÙﬁ˜ ÛÈÙÈÔ‡. OÛÔÓ ·ÊÔÚ¿ ÙÈ˜ Î·ıËÌÂÚÈÓ¤˜ ÂÚÁ·Û›Â˜ ( homework ) Û˘Ó‹ıˆ˜ ‰ÂÓ ˘¿Ú¯ÂÈ Úﬁ‚ÏËÌ·, ÛÙÔ ı¤Ì· ÙÔ˘ Î·ÏÔÎ·ÈÚÈÓÔ‡ ‰È·‚¿ÛÌ·ÙÔ˜ ﬁÌˆ˜ Ú¤ÂÈ Ô ‰¿ÛÎ·ÏÔ˜ Ó· ‚ÔËı‹ÛÂÈ ÙÔÓ ÁÔÓ¤· ÂÍËÁÒÓÙ·˜ ÙËÓ ÛËÌ·Û›· ÙÔ˘ Î·È ÙÔÓ›˙ÔÓÙ·˜ ÙËÓ ‰È·ÊÔÚ¿ Ô˘ ÌÔÚÂ› Ó· Î¿ÓÂÈ ÛÙËÓ ·ﬁ‰ÔÛË ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘˜. ∞Ó·‰ËÌÔÛ›Â˘ÛË New ELT Review

C M Y K

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C M Y K

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C M Y K

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C M Y K

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12

∆ÌËÌ·ÙÈÎ‹ Î·Ù·‚ÔÏ‹ ‰ÒÚˆÓ Î·È ÂÈ‰ÔÌ¿ÙˆÓ ÌËÌ·ÙÈÎ¿ ı· ÌÔÚÔ‡Ó Ó· Î·Ù·‚¿ÏÏÔÓÙ·È Ù· ÂÈ‰ﬁÌ·Ù· ÙˆÓ ÂÔÚÙÒÓ ÃÚÈÛÙÔ˘Á¤ÓÓˆÓ Î·È ¶¿Û¯·, ﬁˆ˜ Î·È Ô Î·Ù·ÏÔÁÈÛÌﬁ˜ ÛÂ ·˘Ù¿ ÙˆÓ ÔÛÒÓ Ô˘ Î·Ù·‚¿ÏÏÔÓÙ·È ¿Óˆ ·ﬁ Ù· ÂÏ¿¯ÈÛÙ· ﬁÚÈ· ·Ô‰Ô¯ÒÓ, Ï¤ÂÈ Ô ÕÚÂÈÔ˜ ¶¿ÁÔ˜ Î·È ı¤ÙÂÈ ˆ˜ ÚÔ¸ﬁıÂÛË ÚÔËÁÔ‡ÌÂÓË Û˘ÌÊˆÓ›· ÌÂÙ·Í‡ ÙÔ˘ ÂÚÁÔ‰ﬁÙË Î·È ÙÔ˘ ÂÚÁ·˙ﬁÌÂÓÔ˘. ∆Ô ∞ÓÒÙ·ÙÔ ¢ÈÎ·ÛÙ‹ÚÈÔ, ÌÂ ÙËÓ ˘’ ·ÚÈıÌ. 392/ 2005 ·ﬁÊ·ÛË ÙÔ˘ µ2’ ¶ÔÏÈÙÈÎÔ‡ ÙÔ˘ ∆Ì‹Ì·ÙÔ˜ ¤ÎÚÈÓÂ ﬁÙÈ ·ﬁ Î·Ì›· ‰È¿Ù·ÍË ÓﬁÌÔ˘ ‰ÂÓ ··ÁÔÚÂ‡ÂÙ·È Ë Û‡Ó·„Ë ÂÈ‰ÈÎ‹˜ Û˘ÌÊˆÓ›·˜, ÌÂÙ·Í‡ ÂÚÁÔ‰ﬁÙË Î·È ÂÚÁ·˙ﬁÌÂÓÔ˘, ÁÈ· ÙÌËÌ·ÙÈÎ‹ Î·Ù·‚ÔÏ‹ ÙˆÓ

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·Ú·¿Óˆ ÂÈ‰ÔÌ¿ÙˆÓ ‹ ÁÈ· Î·Ù·ÏÔÁÈÛÌﬁ ÛÂ ·˘Ù¿ ÙˆÓ ÔÛÒÓ Ô˘ Î·Ù·‚¿ÏÏÔÓÙ·È ¿Óˆ ·ﬁ Ù· ÂÏ¿¯ÈÛÙ· ÓﬁÌÈÌ· ﬁÚÈ· ·Ô‰Ô¯ÒÓ. «¢ÂÓ Û˘Ó¿ÁÂÙ·È ‰Â —Î·Ù¿ ÙËÓ ·ﬁÊ·ÛË— ÙÔ ·ÓÙ›ıÂÙÔ ·ﬁ ÙÔ ¿ÚıÚÔ 8, ÙÔ˘ ¡ﬁÌÔ˘ 4321/ 1963, ﬁˆ˜ ·ÓÙÈÎ·Ù·ÛÙ¿ıËÎÂ ·ﬁ ÙÔ ¿ÚıÚÔ 7, ÙÔ˘ ¡ﬁÌÔ˘ 4469/1965, Ô˘ ·ÊÔÚ¿ ÛÙÔ˘˜ ÔÈÎÔ‰ﬁÌÔ˘˜, ÌÂ ÙÔ ÔÔ›Ô ÔÚ›ÛÙËÎÂ ﬁÙÈ Â›Ó·È ¿Î˘ÚË Î¿ıÂ Û˘ÌÊˆÓ›· ÁÈ· Î·Ù·‚ÔÏ‹ ‹ ÚÔÎ·Ù·‚ÔÏ‹ ÚÈÓ ·ﬁ ÙÔÓ ÚÔÎ·ıÔÚÈ˙ﬁÌÂÓÔ ¯ÚﬁÓÔ, ‰ÒÚˆÓ ÃÚÈÛÙÔ˘Á¤ÓÓˆÓ Î·È ¶¿Û¯· ‹ ÁÈ· Û˘Ì„ËÊÈÛÌﬁ ÙÔ˘˜ ·ﬁ ÙÈ˜ ·ÚÔ¯¤˜ ·˘Ù¤˜ ··ÈÙ‹ÛÂˆÓ ÌÂ ÙÈ˜ Ï¤ÔÓ

ÙˆÓ Î¿ıÂ ÊÔÚ¿ ÈÛ¯˘ﬁÓÙˆÓ ÁÈ· Î¿ıÂ Î·ÙËÁÔÚ›· ÂÏ¿¯ÈÛÙˆÓ ÔÚ›ˆÓ ÌÈÛıÔ‡ Î·Ù·‚·ÏÏﬁÌÂÓÂ˜ ·Ô‰Ô¯¤˜. ∫·È ·˘Ùﬁ ÁÈ·Ù› Ë ‰È¿Ù·ÍË ·˘Ù‹, Ë ÔÔ›· ÂÓÙ¿ÛÛÂÙ·È Ì¤Û· ÛÙÔ ÓﬁÌÔ ·˘Ùﬁ Î·È ÚÔ‚Ï¤ÂÈ ÙË Û‡ÛÙ·ÛË ∂È‰ÈÎÔ‡ §ÔÁ·ÚÈ·ÛÌÔ‡ √ÈÎÔ‰ﬁÌˆÓ, Â›Ó·È ÚÔÊ·Ó¤˜ ﬁÙÈ ‰ÂÓ ÌÔÚÂ› Ó· ¤¯ÂÈ ÁÂÓÈÎ‹ ÂÊ·ÚÌÔÁ‹ ÁÈ· ﬁÏÔ˘˜ ÙÔ˘˜ ÌÈÛıˆÙÔ‡˜ ÙË˜ ¯ÒÚ·˜». ™˘ÓÂÒ˜ Î·Ù¿ ÙËÓ ·ﬁÊ·ÛË «‰ÂÓ Ï‹ÙÙÂÈ ÙÈ˜ Î·Ù’ ·˘Ù‹Ó Û˘ÌÊˆÓ›Â˜ ﬁÏˆÓ ÙˆÓ ÌÈÛıˆÙÒÓ, ·ÏÏ¿ ÌﬁÓÔÓ ÙÈ˜ Û˘ÌÊˆÓ›Â˜ ÙˆÓ ÚÔÛÒˆÓ, ‰ËÏ·‰‹ ÙˆÓ ÔÈÎÔ‰ﬁÌˆÓ ÛÙ· ¿ÚıÚ· 1 Î·È 3, ÙÔ˘ ¡ﬁÌÔ˘ 4321/ 1963». £ÂˆÚÂ› ‰Â Ô ∞¶ ﬁÙÈ ·ﬁ ÙË ‰È¿-

Ù·ÍË ·˘Ù‹ ·ÓÙ›ıÂÙ· Û˘Ó¿ÁÂÙ·È ﬁÙÈ Ô ÓÔÌÔı¤ÙË˜ ÙÂÏÒÓÙ·˜ ÛÂ Â›ÁÓˆÛË ﬁÙÈ ‰ÂÓ ··ÁÔÚÂ‡ÂÙ·È Ë Û˘ÓÔÌÔÏﬁÁËÛË Û˘ÌÊˆÓ›·˜ ÁÈ· ÙÌËÌ·ÙÈÎ‹ Î·Ù·‚ÔÏ‹ ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÂÈ‰ÔÌ¿ÙˆÓ ‹ ÂÈ‰ÈÎ‹˜ Û˘ÌÊˆÓ›·˜ ÁÈ· Î·Ù·ÏÔÁÈÛÌﬁ ÛÂ ·˘Ù¿ ÙˆÓ ÂÈÏ¤ÔÓ ÂÏ·¯›ÛÙˆÓ ÔÚ›ˆÓ ·Ô‰Ô¯ÒÓ Û˘ÌÊˆÓÔ‡ÌÂÓˆÓ ÔÛÒÓ Î·È ı¤ÏÔÓÙ·˜ Ó· ÂÈÛ¿ÁÂÈ ÂÍ·›ÚÂÛË ·ﬁ ÙË˜ ·Ú¯‹˜ ·˘Ù‹˜ ˆ˜ ÚÔ˜ ÙÔ˘˜ ÔÈÎÔ‰ﬁÌÔ˘˜, «ÚÔ‰‹Ïˆ˜, ÏﬁÁˆ ÙˆÓ ÂÈ‰ÈÎÒÓ Û˘ÓıËÎÒÓ ÂÚÁ·Û›·˜ ÙÔ˘˜, ı¤ÛÈÛÂ ÙË Û˘ÁÎÂÎÚÈÌ¤ÓË ··ÁÔÚÂ˘ÙÈÎ‹ ‰È¿Ù·ÍË». AÓ·‰ËÌÔÛ›Â˘ÛË ∂∂∞

ƒ‡ıÌÈÛË ÔÊÂÈÏÒÓ ÛÙÔ π∫∞-∂∆∞ª (¿ÁÈÔ Û‡ÛÙËÌ·) ∆È Ú¤ÂÈ Ó· ÁÓˆÚ›˙Ô˘Ó ÔÈ ÌÈÎÚÔÌÂÛ·›ÔÈ 1. ·) ƒ‡ıÌÈÛË Ì¤¯ÚÈ 36 ÈÛﬁÔÛÂ˜ ÌËÓÈ·›Â˜ ‰ﬁÛÂÈ˜ ÌÂ ·ﬁÊ·ÛË ¢ÈÂ˘ı˘ÓÙ‹ ˘ÔÎ·Ù·ÛÙ‹Ì·ÙÔ˜ ‹ ∆·ÌÂ›Ô˘ π∫∞. ‚) ƒ‡ıÌÈÛË ·ﬁ 36 Ì¤¯ÚÈ 48 ÈÛﬁÔÛÂ˜ ÌËÓÈ·›Â˜ ‰ﬁÛÂÈ˜ ÌÂ ·ﬁÊ·ÛË ÙË˜ ∂ÈÙÚÔ‹˜ ∞Ó·ÛÙÔÏÒÓ, ·ÊÔ‡ ÏËÊıÔ‡Ó ˘ﬁ„Ë Ô ·ÚÈıÌﬁ˜ ÙˆÓ ··Û¯ÔÏÔ˘Ì¤ÓˆÓ Î·È Ë ‰È·ÛÊ¿ÏÈÛË ÙË˜ ÔÊÂÈÏ‹˜, ÌÂ ÙËÓ ÚÔ¸ﬁıÂÛË Î·È ÛÙÈ˜ ‰‡Ô ÂÚÈÙÒÛÂÈ˜ ÙË˜ Î·Ù·‚ÔÏ‹˜ ÙˆÓ ÙÚÂ¯Ô˘ÛÒÓ ÂÈÛÊÔÚÒÓ Î·È ÙË˜ ÚÔÎ·Ù·‚ÔÏ‹˜ ÎÏÈÌ·ÎˆÙ¿ Î·È ·ıÚÔÈÛÙÈÎ¿ ·Ó¿ÏÔÁ· ÌÂ ÙÔ ‡„Ô˜ ÙË˜ ÔÊÂÈÏ‹˜ ˆ˜ ÂÍ‹˜: 2. °È· ÔÛﬁ ÔÊÂÈÏ‹˜: ·. ·ﬁ 1,00 Ì¤¯ÚÈ 100.000,00 Â˘ÚÒ, ÔÛÔÛÙﬁ 10% ‚. ·ﬁ 100.000,01 Ì¤¯ÚÈ 300.000,00 Â˘ÚÒ, ÔÛÔÛÙﬁ 8% Á. ·ﬁ 300.000,01 Â˘ÚÒ Î·È ¿Óˆ, ÔÛÔÛÙﬁ 6% 3. ªÂÙ¿ ÂÍ¿ÌËÓÔ ·ﬁ ÙËÓ ¤Î‰ÔÛË ÙË˜ ·ﬁÊ·ÛË˜ Ú‡ıÌÈÛË˜ ÙÔ˘ ¢ÈÂ˘ı˘ÓÙ‹ ˘ÔÎ·Ù·ÛÙ‹Ì·ÙÔ˜ ‹ ∆·ÌÂ›Ô˘ π∫∞ ÁÈ· ·Ó·Î·ıÔÚÈÛÌﬁ ÙÔ˘ ·ÚÈıÌÔ‡ ÙˆÓ ‰ﬁÛÂˆÓ ·ﬁ 36 Ì¤¯ÚÈ 48 (ÌÂ Ì›· ÙÚÔÔÔÈËÙÈÎ‹ ·ﬁÊ·ÛË). 4. ∂Ï¿¯ÈÛÙÔ ÔÛﬁ ‰ﬁÛË˜ 150. 5. ŒÎÙˆÛË 20% Â› ÙˆÓ ÚﬁÛıÂÙˆÓ ÙÂÏÒÓ ÁÈ· ÂÊ¿·Í ÂÍﬁÊÏËÛË ÙË˜ ÔÊÂÈÏ‹˜ Î·È 10% ÁÈ· ÂÍﬁÊÏËÛË ÛÂ 36 ÌËÓÈ·›Â˜ ‰ﬁÛÂÈ˜. 6. ¢˘Ó·ÙﬁÙËÙ· ÂÎÚﬁıÂÛÌË˜ Î·Ù·‚ÔÏ‹˜ 2 ÌËÓÈ·›ˆÓ ‰ﬁÛÂˆÓ ÁÈ· Î¿ıÂ ‰ˆ‰ÂÎ¿ÌËÓÔ. 7. ™Â ÂÚ›ÙˆÛË ·ÒÏÂÈ·˜ ÙË˜ 1Ë˜ Ú‡ıÌÈÛË˜ ‰˘Ó·ÙﬁÙËÙ· Â·Ó·ÊÔÚ¿˜ ÁÈ· 2Ë Ú‡ıÌÈÛË Î·È ÚÈÓ ÙËÓ ·Ú¤ÏÂ˘ÛË ÂÍ·Ì‹ÓÔ˘ ·ﬁ ÙËÓ ¤Î‰ÔÛË ÙË˜ ÚÒÙË˜ ·ﬁÊ·ÛË˜ ·Ó ÂÈÛÂ‡‰ÂÙ·È ÏÂÈÛÙËÚÈ·ÛÌﬁ˜ ÌÂ Î·Ù·‚ÔÏ‹ ‰ÈÏ¿ÛÈ·˜ ÚÔÎ·Ù·‚ÔÏ‹˜. 8. °È· ﬁÛÔ˘˜ ‰ÂÓ Ù‹ÚËÛ·Ó ÙÈ˜ ‰‡Ô ÚÒÙÂ˜ ·ÔÊ¿ÛÂÈ˜ Ú‡ıÌÈÛË˜ ‰˘Ó·ÙﬁÙËÙ· Â·Ó·ÊÔÚ¿˜ ÔÔÙÂ‰‹ÔÙÂ ÌÂ Î·Ù·‚ÔÏ‹ ÚÔÎ·Ù·‚ÔÏ‹˜ 30% ÙË˜ Û˘ÓÔÏÈÎ‹˜ ÔÊÂÈÏ‹˜. ¢˘Ó·ÙﬁÙËÙ· ˘·ÁˆÁ‹˜ ÛÙËÓ Â˘ÓÔ˚Î‹ Ú‡ıÌÈÛË ÙˆÓ 60 ÌËÓÈ·›ˆÓ ‰ﬁÛÂˆÓ ÌÂ ÚÔÎ·Ù·‚ÔÏ‹ 2% ÙË˜ Û˘ÓÔÏÈÎ‹˜ ÔÊÂÈÏ‹˜ ÂÊﬁÛÔÓ ‰ÂÓ ¤¯Ô˘Ó ·Ô‰ÒÛÂÈ Ù· ·Ó·ÁÎ·ÛÙÈÎ¿ Î·È ¿ÏÏ· Ì¤ÙÚ· Â›ÛÚ·ÍË˜ (ÌﬁÓÔ ÁÈ· Ùˆ¯¤˜ ÂÈ¯ÂÈÚ‹ÛÂÈ˜).

AÓ·‰ËÌÔÛ›Â˘ÛË ∂∂∞

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“I don’t want to learn English! I don’t want to go to school!!! ” by Dr.Theodora Papadopoulou, Teacher- Educational Consultant’ [email protected] nfortunately many children feel this way after experiencing a big amount of stress coming either from home or school. Generally this feeling doesn’t last long but what should we do if they feel this way too long? Going to school and learning foreign languages is a fact of life and children should be educated and taught to love school. Stress affects children’s bodies. Children who feel stressed experience headaches, stomachaches, and sleeping disorders. They feel insecure and often have panic attacks. Some of the warning signs related to stress are:

U

ñ Irritability ñ Tiredness ñ Poor concentration ñ Poor short term memory ñ Headaches , stomachaches ñ Indication of feeling depressed , alone or misunderstood ñ Disturbed sleep ñ Indigestion , poor appetite

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Parents who realize that their children have such symptoms should talk to teachers immediately and try to find the real reasons that make them feel this way. Most of the times it is due to the pressure that derives from home. All parents want their children to excel in everything they do but when they go too far and almost want perfection they put a burden on their children’s shoulders since children feel unable to meet their parents’ expectations. As children get older academic and social pressures create stress. Wellmeaning parents most of the times unwittingly add to the stress in their children’s lives. Moreover, high-achieving parents often have great expectations from their children and thus become very demanding. They force them to excel in Greek school, foreign languages, sports, art, music and have the tendency to enroll them in numerous activities. This may cause an enormous amount of

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stress and frustration, especially if their children do not share the same goals with their parents. In most cases this leads to a child’s general denial to be involved in any activity. It would be wrong to assume that children experience no stress at all. The fact is that they do since they hear their parents talking about troubles at work, worrying about a relative’s illness or even worse fighting with each other. What they certainly do not need is extra pressure for perfection. It is worth mentioning that the anxiety children experience can be ‘’reactive’’ or ‘’endogenous’’. In the first case, it is a reaction to something occurring outside of them. Something ‘’out there’’ creates stress and the stress is transformed by them into anxiety. Endogenous anxiety, also known as anxiety attacks, can occur suddenly without any apparent cause. Children mainly suffer from ‘’reactive’’ anxiety. Unfortunately a big number of parents are over-demanding. They

want certificates and they want them fast. They want academic perfection and the creation of super-children who are ‘programmed’ only to succeed. If a child gets B or fails then it is either because the child has a learning disability or the teacher did not do his/her work well. Some parents use their children’s achievements for their own sense of security and personal glory. They feel great to share their children’s high achievements with their friends and feel proud for the superchildren they have created. That is perfectly fine as long as the child feels happy, balanced and relaxed with the whole situation. The problem begins when the child experiences psychosomatic illnesses because of the constant stress to fulfill his/her parents’ expectations. We all have children in our classes who suffer from headaches, stomachaches, allergies and breathing problems. These are illnesses which are highly related to stress. It is time parents realized that NOT every child has

unlimited potential in all areas. Unfortunately teachers have the awkward role to make parents see things clearly and understand that children cannot succeed if we deprive them of the enthusiasm and support. All children should be praised for their achievements. They need this from both parents and teachers. This will give them the strength they need to try even harder and reach their goals. They need to be sure that no matter what the outcome is, they are surrounded by people who are there for them and appreciate their efforts. In other words, the acceptance of both parents and teachers is of utmost importance. Facing the disappointment in their parents’ eyes can be devastating for every child. Children need to be taught that ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 19

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La prepararación de exámenes de español como lengua extranjera Iñaki Tarrés, Sergio Prymak I.C. de Varsovia Introducción El presente artículo está orientado básicamente a uno de los aspectos de la evaluación de un idioma como el español: la preparación para la realización de pruebas que demuestren un nivel concreto de conocimiento de idioma, y se centra especialmente en la preparación para la realización de los exámenes correspondientes a los Diplomas de Español como Lengua Extranjera, y en concreto el correspondiente al Nivel Intermedio. Intenta ser, en este sentido, una reflexión práctica, y parte de la experiencia en la realización de exámenes y preparación de candidatos. Los exámenes para la obtención del D.E.L.E. Dentro de la diversa tipología de pruebas de nivel, los exámenes para la obtención del Diploma de Español como Lengua Extranjera, corresponden a pruebas que miden un nivel de lengua concreto independientemente del proceso que ha conducido a dicho estado. El diploma certifica que se dispone de ese nivel, no dice nada de cómo se ha obtenido, ni si se dispone de un nivel más alto. Los niveles corresponden a lo establecido por el Marco común europeo de referencia para las lenguas, y en el caso del los diplomas que concede el Ministerio de Educación de España, el Inicial corresponde al B1, el Intermedio a B2, y el Superior a C2. Las equivalencias con otros idiomas se pueden consultar en la p·gina Web del Instituto Cervantes, fuente de información para todo este artículo: http://diplomas.cervantes.es/. El nivel

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de lengua se define en términos de capacidades lingfiüísticas, organizadas en torno a las cuatro destrezas tradicionales: las dos receptivas, comprensiÛn de lectura y comprensiÛn auditiva, y las dos productivas, expresión escrita y expresión oral. Esta organización de capacidades corresponde a la estructura del examen, y sirve sobre todo para establecer el tipo de habilidades que se puede suponer de una persona que posee este título. Un título que, por otro lado, no prescribe. Otra característica muy importante del Diploma de Español es que se ofrece en el mundo entero. Este factor determina el hecho de que las pruebas han de estar diseñadas de tal manera que se puedan aplicar en contextos de aprendizaje muy diferentes, y corregir a pesar de la gran variedad de lenguas de los candidatos. Para ello, el sistema de evaluación se organiza en dos planos. Por un lado, el propio diseño de las pruebas, y por otro, los criterios de evaluación de las pruebas realizadas por los candidatos. En relación con lo primero, se han establecido dos tipos de pruebas, pruebas objetivas y pruebas subjetivas. Esta terminología hace referencia no al grado de subjetividad u objetividad en el modo de realizarlas o evaluarlas, sino a los mecanismos de evaluación de los resultados. Las pruebas objetivas están diseñadas de tal manera que haya sólo una opción para resolverlas correctamente, de manera que la elección de la opción sirva para evaluar determinadas habilidades. Para agilizar la realización y corrección de la prueba, además, se

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dispone de una única hoja de respuestas. En la práctica todo esto se convierte en preguntas de selección múltiple. Por su parte, las pruebas subjetivas suponen una mayor variedad de posibilidades de resolución, por lo que a la hora de determinar si se ha respondido dentro de los límites establecidos por la prueba, la subjetividad del evaluador representa un papel muy importante. Para uniformar la manera de evaluar los resultados y reducir lo más posible la subjetividad de la evaluación personalizada de Èstos, se establecen unos Criterios de Evaluación comunes a todos los evaluadores. Estos Criterios se definen también en términos de habilidades, y no de contenidos específicos. Como decíamos más arriba, la estructura del examen coincide con las cuatro habilidades, que se evalúan separadamente en otras tantas pruebas. A éstas, los exámenes para la obtención del D.E.L.E. añaden una quinta prueba de conocimiento lingüístico que atañe tanto a la competencia gramatical como a la léxica, y que se engloba dentro del grupo de las pruebas objetivas tal y como se ha descrito más arriba (selección múltiple). El nivel de lengua que mide el examen, según lo que establece el Instituto Cervantes en su página de información, incluye una serie de temas y escenarios generales. Se pueden consultar en la p·gina del Instituto. Esos temas y escenarios permiten al preparador establecer los límites en cuanto a vocabulario que debe conocer el candidato, y anticipar en parte el tipo de textos

que pueden aparecer. En cambio, no hay indicaciones de contenidos gramaticales ya que, como decíamos, el examen no se define en esos términos. La duración total del examen, incluyendo los tiempos de descanso, es de unas 4 horas para las pruebas que se realizan sobre papel, distribuidas de la siguiente manera: comprensión de lectura, 1 hora; expresión escrita: 1 hora; comprensión auditiva: 30 min., gramática y vocabulario: 1 hora. Durante ese tiempo el candidato tiene que realizar numerosos ejercicios dentro de tiempos establecidos y limitado por una serie de instrucciones cuyo cumplimiento es necesario para aprobar la prueba. Estos tres elementos –el tiempo total de las pruebas, el cumplimiento de las instrucciones y los tiempos parciales de cada prueba–, determinan en parte el resultado exitoso de todo el examen, hasta el punto de que un candidato con un nivel suficiente de idioma podría no superarlo si no tiene en cuenta dichos factores, al cometer errores de organización y planificación del tiempo, de lectura equivocada de las instrucciones, o al aumentar el nivel de estrés que es capaz de soportar sin ver afectadas las habilidades mentales necesarias durante la prueba (concentración, memoria, creatividad, capacidad de análisis, etc.). En este sentido, una de las primeras y principales funciones de la preparación pasa por la información de la estructura y condiciones de realización de las pruebas, y por su interiorización por parte del candidato.

Otro aspecto importante del examen, que puede parecer una obviedad, supone en la práctica un obst·culo que también el candidato debe tener muy en cuenta: el examen se realiza individualmente. Muchos de los candidatos que se presentan a estos examenes son estudiantes de español, y están muy habituados a realizar sus tareas no sólo con una disponibilidad de tiempo bastante flexible, sino además en grupo. Las estrategias de resolución de esas actividades muchas veces están determinadas por ese hecho, que no se cumple en este examen. El candidato deberá desarrollar estrategias determinadas por su soledad frente al texto o las preguntas, y por la imposibilidad de recurrir a otros materiales (libros de gram·tica, diccionarios, etcétera). Es decir, depende exclusivamente de sí mismo, no sólo de su conocimiento del idioma, sino de sus propias capacidades cognitivas y emocionales, para lo que deberá desarrollar cierta autonomía con el fin de tomar decisiones coherentes con todo lo que se le va a pedir. Consideramos que la preparación del examen tiene que tener muy en cuenta este factor. Para terminar, apuntemos un último aspecto que afecta a la realización de cualquier examen. No tiene relación directa con la demostración de determinadas habilidades lingfiüsticas, sino que se refiere a las creencias de los candidatos: lo que creen que van a hacer, lo que creen que tienen que hacer, lo que estiman ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 19

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...AÁÁÂÏ›Â˜ ∑∏∆√À¡∆∞π Î·ıËÁËÙ¤˜ •.°. Î·È ˘Â‡ı˘ÓÔÈ ÛÔ˘‰ÒÓ ÁÈ· ÛÙÂÏ¤¯ˆÛË Î·È Â¤Ó‰˘ÛË ÛÙË ‰ËÌÈÔ˘ÚÁ›· ‰ÈÎÙ‡Ô˘ ÛÂ ﬁÏÂ˜ ÙÈ˜ ÂÚÈÔ¯¤˜. ∆ËÏ.: 210-8022963. ∑∏∆∂π∆∞π Î·ıËÁ‹ÙÚÈ· ·ÁÁÏÈÎÒÓ ÌÂ ‰È‰·ÎÙÈÎ‹ ÂÌÂÈÚ›· Î·È ·È‰·ÁˆÁÈÎ‹ Î·Ù¿ÚÙÈÛË, ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈÔ ÛÂ ÂÚÈÔ¯‹ ·Ó·ÙÔÏÈÎ‹ ∞ÙÙÈÎ‹˜. °È· ·ÔÛÙÔÏ‹ ÊÈÔÁÚ·ÊÈÎÒÓ ¶ÂÚÈÎÏ¤Ô˘˜ 12, 190 04 ™¿Ù·. ∫∞£∏°∏∆ƒπ∞ (Î¿ÙÔ¯Ô˜ Proficiency Cambridge) ÌÂ ¿‰ÂÈ· ‰È‰·ÛÎ·Ï›·˜ ·ÁÁÏÈÎÒÓ, ·ﬁÊÔÈÙË ÙÔ˘ British Council ÛÙÔ Teacher’s Training Course (ÌÂ Certificate), ·Ú·‰›‰ÂÈ Ì·ı‹Ì·Ù· ÛÂ ÌÈÎÚ¤˜ Ù¿ÍÂÈ˜. ∆ËÏ.: 6972-096199. ∫∞£∏°∏∆ƒπ∞ ·ÁÁÏÈÎÒÓ Î·È Á·ÏÏÈÎÒÓ ÌÂ ÔÏ‡¯ÚÔÓË ÊÚÔÓÙÈÛÙËÚÈ·Î‹ ÂÈÚ·, ˙ËÙÂ› ÂÚÁ·Û›· ÁÈ· part time ‹ full time ‰È‰·ÛÎ·Ï›·, ÁÈ· ﬁÏ· Ù· Â›Â‰·. ¶ÂÚÈÔ¯¤˜ Î·Ù¿ ÚÔÙ›ÌËÛË µﬁÚÂÈ· Î·È ¢˘ÙÈÎ¿ ÚÔ¿ÛÙÂÈ·. ∆ËÏ.: 6944-534804. ENOIKIAZETAI Â·ÁÁÂÏÌ·ÙÈÎﬁ˜ ¯ÒÚÔ˜ 70m2, Î·Ù¿ÏÏËÏÔ˜ Î·È ÁÈ· K•° (ÂÍÔÏÈÛÌﬁ˜ ‰È·ı¤ÛÈÌÔ˜) ·¤Ó·ÓÙÈ ·ﬁ ¢ËÌÔÙÈÎﬁ, °˘ÌÓ¿ÛÈÔ, §‡ÎÂÈÔ, ‰‡Ô ·›ıÔ˘ÛÂ˜ ‰È‰·ÛÎ·Ï›·˜, ÁÚ·ÊÂ›Ô, 2 WC, ¯ÒÚÔ˜ ·Ó·ÌÔÓ‹˜, ÎÔÓÙ¿ ÛÙÔÓ ¶ÂÈÚ·È¿, ÏﬁÁˆ ‰ÈÔÚÈÛÌÔ‡. TËÏ.: 6944 295025. ∂¡√π∫π∞∑∂∆∞π Â·ÁÁÂÏÌ·ÙÈÎﬁ˜ ¯ÒÚÔ˜ 265 Ì2, ‰È·ÌÔÚÊˆÌ¤ÓÔ˜ ÁÈ· ÊÚÔÓÙÈÛÙ‹ÚÈÔ. ∞›ıÔ˘ÛÂ˜ 7, ÁÚ·ÊÂ›Ô, ÌÂÁ¿ÏÔÈ ¯ÒÚÔÈ ˘Ô‰Ô¯‹˜. ¶ÂÈÚ·È¿˜, ∫·Ú·˝ÛÎÔ˘ Î·È ªÔ˘ÌÔ˘Ï›Ó·˜, ËÌÈﬁÚÔÊÔ˜. ∆ËÏ.: 2104171015, 6944-744-097.

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 will always be up to date ! Pill Cam Recent advances in both technology and medicine have merged to contribute to the invention of the ‘capsule endoscope’, a miniature camera more commonly known as the pill cam. So called because it really is no bigger than the size of a pill, it is swallowed by the patient and transmits two digital images per second of its journey through the digestive system, thereby allowing doctors to diagnose ulcers, tumours and other disorders. This is, of course, not the first instance of ‘cam’ being used in conjunction with another noun to denote a type of camera. A digital camera is often known as a ‘digicam’, and the ever-evolving world of technology has given us ‘spycam’, a concealed camera, and ‘webcam’, a

device which enables us to see live pictures from anywhere in the world on our computer screens. Interestingly, new ‘cam’ words may also be derived from the location of a webcam, giving us such terms as ‘pandacam’ (for showing pictures of giant pandas in various zoos around the world), ‘pyramidcam’, and the not-to-be-missed ‘Pancakecam’, an interactive camera at the Plantation Pancake House restaurant in Surfside Beach, South Carolina. With such innovation now available at the click of a mouse, the ‘camcorder’, or video camera, almost seems to belong to a bygone age. Source: Chambers Wordwatch Column Editor : Lawrence Mamas (Betsis ELT) [email protected]

Super ÚÔÛÊÔÚ¿ ÚÔÛÊÔÚ¿ Super

4 ÏÔÁÔÙÂ¯ÓÈÎ¿ ÏÔÁÔÙÂ¯ÓÈÎ¿ ‚È‚Ï›· ‚È‚Ï›· ÌﬁÓÔ ÌÂ ÌÂ úú15! ÌﬁÓÔ EÈÏ¤ÍÙÂ·ﬁ ·ﬁ100 100‰È·ÊÔÚÂÙÈÎÔ‡˜ ‰È·ÊÔÚÂÙÈÎÔ‡˜Ù›ÙÏÔ˘˜ Ù›ÙÏÔ˘˜ÁÈ· ÁÈ·ﬁÏ· ﬁÏ·Ù· Ù·ÁÔ‡ÛÙ· ÁÔ‡ÛÙ· EÈÏ¤ÍÙÂ

¶ø§∂π∆∞π Ï‹ÚË˜ ÂÍÔÏÈÛÌﬁ˜ ∫•°, ¯Ú‹ÛË˜ ÂÓﬁ˜ ¤ÙÔ˘˜. ∆ÈÌ¤˜ ÏÔÁÈÎ¤˜. ∆ËÏ.: 6944284137. ¶ø§∂π∆∞π ∫•° ÛÙÔ˘ ∑ˆÁÚ¿ÊÔ˘. ∆ÈÌ‹ ÏÔÁÈÎ‹. ∆ËÏ.: 210-7486205, 210-7775167, 6945584989.

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June 16-18, 2006 Hellenic American Union, Athens, Greece www.hau.gr Guest speakers: Kathleen Bailey, Nick Saville, William Grabe, Fredricka Stoller, Glenn Fulcher, Luke Prodromou, Jose Noijons, Carolyn Duffy and Barbara Dobson

Recent years have seen an explosion of interest and activity in language testing throughout Europe and in many other parts of the world. In countries such as Greece, high-stakes language testing continues to play an extremely important role in employment, higher education and language learning in general. Consequently, washback and test impact become central areas for further discussion and investigation. The Hellenic American Union, as a major test administrator and test developer, is organizing this second international forum to examine the impact of high-stakes testing on teaching practices and the opportunities for learning that arise from it, as well as to broaden participants’ understanding of the complex interfaces between teaching and testing in ESOL today.

The forum will open on Friday evening, with two inaugural presentations followed by a hosted reception. Forty-minute talks by the invited speakers followed by a ten-minute question period will be scheduled in succession throughout the day on Saturday. The forum will come to a close Saturday evening. A one-day excursion will be planned for Sunday.

¶ø§∂π∆∞π ∫•° ÛÙÔ °·Ï¿ÙÛÈ ÌÂ 6.000 Â˘ÚÒ ÌËÓÈ·›· Â›ÛÚ·ÍË, ÙÈÌ‹ ÒÏËÛË˜ 30.000 Â˘ÚÒ. ∆ËÏ.: 6977-818082.

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Language Testing and Evaluation Forum “Teaching and Testing: Opportunities for Learning”

This event offers a unique opportunity for participants from a variety of professional contexts (researchers, test developers, teacher practitioners, teacher trainers, graduate students, materials writers/publishers, administrators, policy makers and others with varying degrees of experience in testing) to gain greater insight into teaching and learning in relation to language testing.

¶ø§∂π∆∞π ÂÍÔÏÈÛÌﬁ˜ ∫•° ÂÓ ÏÂÈÙÔ˘ÚÁ›· ÛÂ ÙÈÌ‹ Â˘Î·ÈÚ›·˜ ÏﬁÁˆ Û˘ÓÙ·ÍÈÔ‰ﬁÙËÛË˜. ∆ËÏ.: 6948-735687 Î·È 210-9359559.

¶ø§∂π∆∞π ¤ÙÔÈÌÔ˜ ¯ÒÚÔ˜ 80 Ù.Ì. (·Î›ÓËÙÔ Î·È Â›ÏˆÛË), Î·Ù¿ÏÏËÏÔ˜ ÁÈ· ‰È‰·ÛÎ·Ï›· Í¤ÓˆÓ ÁÏˆÛÛÒÓ ÛÂ ÁÎÚÔ˘. §ÂˆÊﬁÚÔ˜ ∫. ∫·Ú·Ì·ÓÏ‹ (ÚÒËÓ ¡. ∂ÁÓ·Ù›·) £ÂÛÛ·ÏÔÓ›ÎË. ∆ËÏ.: 6977756654.

The Center for Applied Linguistics and Language Studies, Hellenic American Union is pleased to announce the forthcoming event:

Î·È ÁÈ· ÏÔÁÔÙÂ¯Ó›·...

Ã·Ï·Ú¿ ÛÙÔ˘ ºÏˆÚ¿!

As part of the Hellenic American Union’s outreach to the ELT community, this event is free and open to the pubic. Registration must be completed in advance through the website at http://testingforum.hau.gr/index.htm.

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16

Materials: do we get what we need or get what we deserve? by Malcolm Mann The problem At two recent TESOL Greece events – one in Athens and one in Patras – at which I gave a workshop with the same title as this article, I asked the audiences to come up with some things that they like about published materials which they’ve used in the classroom. They were able to produce quite a substantial list, including motivating and effective activities, interesting texts, good illustrations (particularly in books for junior levels), and clear and accurate grammar presentation. This is undoubtedly positive, and is to be celebrated. There was a general feeling, however, that these positive elements found in particular books were not the norm. Indeed, the lists of things that the audiences weren’t happy with in books that they’ve used proved to be much, much longer. The relationship between teachers and the materials they use in the classroom does seem to be quite strained. Criticisms include poor exploitation of texts, an over-

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emphasis on exam tasks, few pair work and communicative tasks, mistakes in the answer key, books that are too large to be finished in the school year, inaccurate and/or incomplete grammar presentation, phrasal verbs presented and taught by main verb, lack of background cultural information in the teacher’s book, lack of integration and a poor balance between skills, and the existence of Companions, to name but a few. The list appears to be endless. Teachers and school owners – or at least those attending the workshops – appear not to be getting what they want in terms of published materials. So what’s going wrong? Certainly things like ‘mistakes in the answer key’ are the responsibility of the publisher in terms of employing competent writers and editors. But is it all the publishers’, writers’ and editors’ fault? I don’t think so. ELT is an industry This first thing we have to understand is that ELT is an industry, and market forces apply. If a frontisterio doesn’t

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make enough money, it closes down. The same is true of publishing companies. They have to produce a product that will sell. Fifteen or twenty years ago, when materials production in Greece was still in its infancy, the market was mainly ‘producer led’. By that, I mean that it was the producer (the publisher, the editor and/or the writer of a particular book or course) who essentially determined the structure, syllabus and content of a book or course. Even when I started writing books for the Greek market just over ten years ago, I had enormous freedom in determining how many units, for example, my book would have. As the market has developed, however, the power has shifted away from the producer towards the consumer. Today, the market is predominantly ‘consumer led’. It is the consumer who determines the structure, syllabus and content of a book or course. We can see this clearly with companions. Greece is one of the very few markets in the world which has them. It’s practically inconceivable for a p u b l i s h e r producing a course for Greece to produce the course without a companion. Why is this? Is it because the publisher is convinced that the companion is an e s s e n t i a l educational tool and that they wouldn’t be fulfilling their moral responsibility to provide teachers with the finest materials it’s possible to produce if they didn’t provide a companion? No, not at all. It’s because if they produce a course without a companion, the course won’t sell. The consumer – rightly or wrongly – demands that a companion is included in the package. The consumer is in control. This is true of almost all aspects of book production in Greece, for example, how many units a book has, the structure of each unit (e.g. whether each unit should start with

‘reading’ or not), the grammar syllabus, the activity types, the components (e.g. companions), etc. All of these today are, for most publishing companies (there are still one or two companies which follow the ‘producer led’ model), determined by the consumer. Who is the consumer? This does, of course, raise the question: who is the consumer? In many cases, the parents of the student actually pay for the book, the teacher and student uses the book but it’s the school owner or Director of Studies who makes the purchasing decision, sometimes with input from the teacher. Are books therefore just designed to appeal to the person making the purchasing decision? The answer is no. This is because although persuading the school owner alone that this is the ‘best’ book may be enough to ensure the school adopts the book for the first year, it will not guarantee that the school re-adopts the book the following year. Books are therefore designed to appeal to school owners or DOSs, teachers, students and – to a certain extent – parents too. The school owner or DOS must initially be persuaded that a particular book meets their needs. Their needs are to provide the teacher with the materials they need to educate their students. The teacher must find the book easy to use, and an effective resource. The students must benefit educationally from studying the book. The parents must be persuaded that the school has chosen effective and appropriate materials for their child. If this is not successful, i.e. if the teacher, students and/or parents are not happy with a book for some reason, the publishers know that the chances of the school re-adopting the book for the following school year are reduced. And just one year of sales of a book will not usually recoup the initial investment in the project. Publishers need their books to be selling for several years to make a profit. Large investment Although ELT is a badly paid industry for teachers in Greece, it’s an industry which demands a heavy investment on the part of publishers. Producing a course is expensive. An intermediate course, for example, consisting of a student’s book, workbook, companion, teacher’s book, test book, class cassettes and/or CD, and possibly a CD ROM) may cost something in the region of 200,000 to produce. A new three-level course could therefore require an initial investment on the part of the publisher of well over half a million euros. And that’s not to mention the salaries of the in-house editors and designers, the salaries of the sales reps, managers and secretaries and the costs of exhibiting

at book exhibitions and couriering thousands of sample copies to schools up and down the country. One false move – such as not producing a companion – resulting in the course not selling can be catastrophic financially for the publisher. So, the publisher cannot afford to ignore the demands of the market. The book production process All publishing companies have their own procedures. In general, though, publishers carry out a lot of market research before they’re willing to invest heavily in a project. Let’s briefly examine how an ELT book in Greece comes into existence. Firstly, the publisher either recognises a gap in the market (e.g. a new exam is introduced and there are currently no books to prepare students for it) or believes it can take a share of the existing market (e.g. there are three current junior courses but the publisher believes they can produce a junior course which enough school owners or teachers will consider ‘better’ and will therefore switch to). There then follows a period of market research. This probably involves feedback from the sales reps in terms of what school owners and teachers have told them: focus groups with school owners, DOSs and teachers, and the editor and/or writer carrying out a series of school visits. The book is structured and the syllabus is produced based on the results of this research, with the writer and editor’s experience of the market also being taken into account. There may well be further market research at this stage, where a number of school owners, teachers and DOSs comment on and ‘approve’ the structure and syllabus. The writer then produces the draft manuscript. Then there follows a further round of market research. This may take the form of piloting the material in the classroom, or the draft manuscript being read by school owners, DOSs and teachers. The draft manuscript is then revised and edited on the basis of the results of this research and the book goes into production in terms of proofreading, design and printing. The majority view With all of this market research, then, why are so many books produced for Greece so ‘conservative’? Why are they so exam-oriented? Why do they contain so few communicative and pair work activities, for example? The main reason is that the majority of teachers and school owners in Greece are ‘conservative’. The majority do not

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17 want pair work activities but they do want exam practice tasks, the majority want companions with the Greek translation of words and phrases, the majority want a list of phrasal verbs with ‘put’ rather than to teach ‘put on’ and ‘take off’ within the topic of clothes and fashion, for example. A brighter future? Having said that though, I’m optimistic. We, as a market, are becoming more aware and ‘educated’. Organisations such as TESOL Greece, through their professional development seminars, annual convention, newsletter and other activities, are actively promoting a more ‘progressive’ agenda, and I believe that it is, albeit slowly, having a positive effect on what teachers do in the classroom. And I believe that as teachers and school owners become more aware that there are more effective ways to teach English than the methods that are currently used by the majority, they will and should start saying to publishers: ‘You produce a product. You want that product to meet my needs and the needs of my students. So listen to what those needs are.’ A role for TESOL Greece? There’s little doubt though that a publisher is not going to pay much attention to a lone voice calling for a change in their materials. It is only when there is a loud collective voice that any change will be brought about. And, once again, I believe that organisations such as TESOL Greece may have an important role to play in this. Publishers cannot afford to

ignore the views of many hundreds of English teachers in Greece when they speak collectively and clearly. So how can TESOL Greece be involved in this process? I made several suggestions in my workshops, which I shall repeat here. It is for others to decide whether they are practical and sensible or not. Perhaps TESOL Greece could carry out its own research into what its members want from materials. This could be in the form of focus groups or questionnaires. Perhaps the creation of a Materials Special Interest Group would be useful to oversee this and explore some of these issues in more detail and more systematically. Perhaps TESOL Greece should contact all the publishers in Greece, offering to participate in their future market research projects. It is in all of our interests for our voice to be heard by the publishers. If we know what we want in terms of published materials, and if we can express our view clearly and loudly, then it seems to me that we’re far more likely in the future to get both what we need and what we deserve. Malcolm Mann is an EFL teacher and freelance ELT materials writer. He has taught for many years in Greece, first in Alexandroupolis and more recently in Athens. He has written a number of books for ELT in Greece and other countries around the world. Malcolm is also involved in the production of the PALSO English language exams. He served as Chairperson of TESOL Greece from March 2003 to March 2005. ∆he article was first published in the TESOL Greece Newsletter

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‰ÔÙÈÎ¿ ÎÂÎÙËÌ¤Ó· ÙˆÓ ÂÚÁ·˙ﬁÌÂÓˆÓ Á˘Ó·ÈÎÒÓ, Â›ÙÂ ·˘Ù¤˜ Â›Ó·È ·˘ÙÔ··Û¯ÔÏÔ‡ÌÂÓÂ˜/ ÂÈ¯ÂÈÚËÌ·Ù›Â˜ Â›ÙÂ ÌÈÛıˆÙ¤˜, Î¿ÏÂÛÂ Ë ¶ÚﬁÂ‰ÚÔ˜ ÙÔ˘ ¢ÈÎÙ‡Ô˘ Î·È ¶ÚﬁÂ‰ÚÔ˜ ÙÔ˘ E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ AıËÓÒÓ Î. ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘ , ·Ó·ÊÂÚﬁÌÂÓË ÛÂ ﬁÛ· ·ÎÔ‡ÁÔÓÙ·È ÙÂÏÂ˘Ù·›ˆ˜ ÂÚ› ÂÓ‰Â¯ﬁÌÂÓË˜ ·‡ÍËÛË˜ ÙˆÓ ÔÚ›ˆÓ ËÏÈÎ›·˜ Û˘ÓÙ·ÍÈÔ‰ﬁÙËÛË˜ ÙˆÓ Á˘Ó·ÈÎÒÓ. AÓÙÈı¤Ùˆ˜, ÙﬁÓÈÛÂ Ë ÚﬁÂ‰ÚÔ˜, ÔÈ Á˘Ó·›ÎÂ˜ ÂÚÈÌ¤ÓÔ˘ÌÂ ·ﬁ ÙËÓ ÔÏÈÙÂ›· Ó· ÛÙËÚ›ÍÂÈ ÔÏﬁÏÂ˘Ú· ÙËÓ ˘ÂÚ‚¿ÏÏÔ˘Û· ÚÔÛ¿ıÂÈ¿ Ì·˜ ÁÈ· ÙÔ Û˘ÁÎÂÚ·ÛÌﬁ Â·ÁÁÂÏÌ·ÙÈÎÒÓ Î·È ÔÈÎÔÁÂÓÂÈ·ÎÒÓ Â˘ı˘ÓÒÓ. OÚÈÛÌ¤ÓÂ˜ ·ﬁ ÙÈ˜ ‰ÈÂÎ‰ÈÎ‹ÛÂÈ˜ ÛÙÈ˜ ÔÔ›Â˜ ·ÔÊ·Û›ÛıËÎÂ Ó· ÂÛÙÈ·ÛıÂ› Ë ÚÔÛ¿ıÂÈ· ÙÔ˘ ¢ÈÎÙ‡Ô˘ ÙÔ ÂﬁÌÂÓÔ ‰È¿ÛÙËÌ· Â›Ó·È : -H ›ÛË ·ÌÔÈ‚‹ ÁÈ· ÙËÓ ›‰È· ÂÚÁ·Û›· ÌÂÙ·Í‡ ·Ó‰ÚÒÓ Î·È Á˘Ó·ÈÎÒÓ. ™‹ÌÂÚ· ÔÈ Á˘Ó·›ÎÂ˜ ·ÌÂ›‚ÔÓÙ·È ÙÔ˘Ï¿¯ÈÛÙÔÓ Î·Ù¿ 10% ÏÈÁﬁÙÂÚÔ. -H ı¤ÛÈÛË ÙÚÈÂÙÔ‡˜ ÁÔÓÈÎ‹˜ ¿‰ÂÈ·˜ ¿ÓÂ˘ ·Ô‰Ô¯ÒÓ ÁÈ· ÙÈ˜ Á˘Ó·›ÎÂ˜. ™ÙÔ ‰È¿ÛÙËÌ· ÙË˜ ·Ô˘Û›·˜ ÙÔ˘˜ ı· ·Ó·ÏËÚÒÓÔÓÙ·È ·ﬁ ¿ÓÂÚÁÂ˜ ÙÔ˘ OAE¢. -H ‰˘Ó·ÙﬁÙËÙ· Ó· ÌÔÚÂ› Ë ·˘ÙÔ··Û¯ÔÏÔ‡ÌÂÓË/ÂÈ¯ÂÈÚËÌ·Ù›·˜ Ó· ÌËÓ ÎÏÂ›ÓÂÈ Ù· ÊÔÚÔÏÔÁÈÎ¿ ÙË˜ ‚È‚Ï›· Ù· ÚÒÙ· ÙÚ›· ¯ÚﬁÓÈ· ÙË˜ ÌËÙÚﬁÙËÙ·˜.

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18

Selecting reading texts and tasks that are appropriate for young learners

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Reading is considered a very important skill. McDonough and Shaw (1993: 101) point out that “in some instances around the world we may argue that reading is the most important foreign language skill” as learners may never have the opportunity to practise speaking, listening or writing. However, it is taken for granted and some readers – and even teachers – regard it mainly as a decoding process which involves simply putting meaning on the marks of the page. In order to make students effective readers teachers should employ a number of criteria which have to do with the selection of the appropriate texts and tasks. preferences. However, this notion of “authenticity in nature” has been challenged by certain researchers. Instead, they see “authenticity of purpose” as lying in the interaction between text and reader and not in the text itself (Wallace, 1992; Williams and Moran, 1989). Authentic texts are difficult to use at low levels due to the lexical and grammatical restrictions imposed by the students’ language level. On the contrary, at intermediate and advanced levels more and more coursebooks include them treating in that way learners as real audience (Beaumont, 1996: 28). (b) topic familiarity Special attention should be paid to the relationship between the content of the text and the learners’ background knowledge.

Urquhart and Weir (1998: 143) say that “when the content is adequately familiar, then it can be mapped into the students’ existing schemata making them capable of deploying the appropriate skills and strategies to understand it.” Having this in mind, textbook writers and teachers should consider seriously what students bring to the classroom and always try to associate this knowledge with the appropriate texts. When background knowledge is activated, the distance between the learners and the text is reduced and comprehension becomes easier as learners know what to expect while they read. (c) purpose Beard (1990) mentions that purpose in reading can be divided into three categories: * recreational which relates to SCHOLASTIC READERS leisure reading * functional which has to do with everyday reading and * occupational which focuses on one’s work. Teachers can motivate students and give them a purpose for reading if they provide them with an interesting text. As Williams °È· Ù · ª¤ÏË ÙÔ (1986: 42) points Teache r's ˘ Club out in his “Top Ten” principles for teaching reading, “in the absence of interesting texts very little is possible.” Teachers should not be indifferent to their students’ interests if they want to draw their attention and ∆· Scholastic readers Û˘Ó‰È¿˙Ô˘Ó ÙËÓ Û‡Á¯ÚÔÓË ÓÂ·ÓÈÎ‹ ÏÔÁÔÙÂ¯Ó›· succeed in their ÌÂ Ù· Fact Files. √È ·ÏÔÔÈËÌ¤ÓÂ˜ ÈÛÙÔÚ›Â˜ ÂÈÎÂÓÙÚÒÓÔ˘Ó ÛÂ ı¤Ì·Ù· Ô˘ goal that is ÂËÚÂ¿˙Ô˘Ó ¿ÌÂÛ· ÙÔ˘˜ ¤ÊË‚Ô˘˜ Î·È ÙËÓ ˙ˆ‹ ÙÔ˘˜ Î·È Ù· Fact Files making them ÂÎÌÂÙ·ÏÏÂ‡ÔÓÙ·È ÁÏˆÛÛÈÎ¿ Ù· ı¤Ì·Ù· Ô˘ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ÛÙÔ Î¿ıÂ ¤Ó·, effective readers.

The selection of texts As regards the selection of the texts these criteria are: (a) the issue of authenticity Students need to be acquainted with a variety of texts. Urquhart and Weir (1998) stress the existing consensus that authenticity should be one of their essential features. The term authentic is used to refer to “a text not specially produced for language learners” (Williams and Moran, 1989: 219). Authentic texts are considered a very important language source because they represent real language. Grellet (1981) claims that exposure to them contributes to better understanding of texts in everyday life as they represent real world and are more interesting and motivating especially if their topic is within the learners’

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The selection of tasks Apart from choosing the appropriate texts, the tasks are of great importance too if the aims and objectives of the lesson are to be accomplished.

By Vasso Barbati They will be examined in terms of the following categories: (a) purpose It has already been stated that motivation arises from interesting texts. However, it should not be overlooked that it arises from the tasks too. An interesting text can very easily become boring if students are assigned tasks without a specific purpose in mind. Teachers should create tasks that are authentic-based and represent real life. As in everyday life people know why they read something before they actually read it, the same should occur in a classroom. According to Greenwood (1981: 84) the golden rule of any reading activity is “that learners should know the purpose for their reading before they read.” Readers employ four different approaches when reading a text: * skimming (to get the main idea) * scanning (to find specific information) * intensive reading (slow and careful reading) and * extensive reading (for recreational or educational purposes). Extensive reading cannot be applied in a classroom since it involves reading lengthy texts (Greenwood, 1981; Williams and Moran, 1989; McDonough and Shaw, 1993). Teachers should not simply ask learners to read whole texts and then answer comprehension questions because this is not considered reading. Effective readers are those who can employ different approaches when coping with a text so as to “select specific information at the expense of other” (McDonough and Shaw, 1993: 114) and that is what teachers should teach their students to do. (b) skills and strategies Williams and Moran (1989: 223) define skill as “an acquired ability which has been automatised and operates largely subconsciously” and strategy as “a conscious procedure carried out in order to solve a problem.” The terms are also used interchangeably and are considered synonymous. According to Davies (1984) students should learn to develop the following four skills: * identifying word meaning * drawing inferences * identifying writer’s technique and recognising the mood of the passage and * finding answers to questions. They should also learn to anticipate content, make predictions, identify the main idea of a text and generally process information successfully. The selection of tasks that allow the performance of appropriate skills and strategies is therefore, very crucial. Conclusion The teacher’s role is to assist learners to adopt a more positive attitude towards reading and develop good life-long habits concerning this skill. The existence of the previously mentioned criteria when selecting reading texts and tasks helps learners gain confidence and satisfaction from reading and eventually become effective and autonomous readers.

REFERENCES Beard, R. (1990) Developing Reading 3-13 (2nd edition) London: Hodder and Stoughton Beaumont, M. (1996) The Teaching of Reading Skills in a Second Foreign Language Distance Programme Manchester University of Manchester interferences in ESL reading” in Carrell, P.; Devine, J. and Eskey, D.(eds) Interactive Approaches to Second Language Reading New York: Cambridge University Press 102-103 Davies, A. (1984) “Simple, simplified and simplification: What is authentic?” in Alderson, J.C. and Urquhart, A. H.(eds) Reading in a Foreign Language London: Longman 181-195 Greenwood, J. (1981) “Comprehension and reading” in Abbot and Wingart (eds) The teaching of English as an International Language London: Collins 81-111 Grellet, F. (1981) Developing Reading Skills Cambridge: Cambridge University Press McDonough, J. and Shaw, C. Materials and Methods in ELT (1993) Oxford: Blackwell Urquhart, S. and Weir, C. J. (1998) Reading in a Second Language: Process Product and Practice New York: Addison Wesley Longman Wallace, C. (1992) Reading Oxford: Oxford University Press Williams, E. and Moran, C. (1989) “Reading in a foreign language at intermediate and advanced levels with particular references to English in Language Teaching” in Language Teaching Cambridge: Cambridge University Press 217-227 Williams, R. (1986) “Top Ten Principles for teaching reading” in ELTJ 40/1 42-45

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que se espera de ellos. Muchas veces los candidatos llegan a la preparación del examen, o al propio examen, con una serie de ideas previas que provocan sorpresas que desconciertan y desorientan hasta el punto de provocar el fracaso de la prueba (no se fracasa en la prueba, sino en el examen, yo podría en el mismo). Desde la misma estructura del examen hasta la necesidad o no de seguir las instrucciones. Un ejemplo de ello es el tema de la evaluación: muchos candidatos creen que si se suspende una prueba, hay que repetir todo el examen, pero si se consulta la página del Instituto Cervantes se comprueba que no es así. Las puntuaciones parciales de cada prueba se agrupan de dos en dos, se suman y ese resultado debe ser como del 70% del total de puntos posibles en las dos pruebas. En caso de no obtener ese 70% será necesario repetir todo el examen, pero como queda explicado, a partir de la puntuación de dos pruebas.

even a failure can be proved beneficial. Children will definitely be benefited once they are taught to use their mistakes and failures as a tool to help them learn and grow instead of weapons designed to sabotage their self-worth. It is true that children have the ability to learn many foreign languages. All human brains are programmed to learn languages. People are born with millions of brain cells that control language. During the first years of life, the brain cells connect with other cells to form complex pathways. Most of the brain’s language connections are well-established by the age of ten. This is exactly the reason that makes it imperative for children to learn foreign languages at a very early age. What we should point out though is that this should be done in a pleasant and natural way. There is no reason why we should ‘kill’ the enthusiasm children bring to our classes. There is absolutely no reason why parents should keep on emphasizing the fact that their children will have to take exams and get certificates! Parents have a very significant role to play as far as the education of their children is concerned. They should provide their children with a pleasant place at home where they can study. Instead of criticising them all the time, they can teach them the importance of time management and protect them from various distractions such as television and telephone. They should try to be available and set good ™˘Ó¤¯ÂÈ· ÛÙÔ ÂﬁÌÂÓÔ examples for their children. Last but not least, they should try to be supportive and praise any serious effort no matter what the outcome ¢IMHNIAIA EºHMEPI¢A is. °IA TON K§A¢O TH™ Every child is a unique personality •ENO°§ø™™H™ EK¶AI¢EY™H™ that needs special treatment in order to excel both in school and life. Parents do NOT help their I‰ÈÔÎÙËÛ›·: °. ¶·¯¿ÎË˜ - Œ„ÈÏÔÓ °Ú·ÊÈÎ¤˜ T¤¯ÓÂ˜ children by being over-demanding EÎ‰ﬁÙË˜: °. ¶·¯¿ÎË˜ and criticising them all the time. ¢ÈÂ˘ı˘ÓÙ‹˜: °. ¶·¯¿ÎË˜ On the contrary, they destroy what AÙÂÏÈ¤: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 we as teachers try so hard to EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE maintain: the enthusiasm every human being needs in order to ∂ÈÙÚ¤ÂÙ·È Ë ÌÂÚÈÎ‹ ‹ ÔÏÈÎ‹ ·Ó·‰ËÌÔÛ›Â˘ÛË ‹ ÁÈ· ÔÔÈÔÓ‰‹ÔÙÂ ÏﬁÁÔ succeed. ¯Ú‹ÛË Ì¤ÚÔ˘˜ ‹ ﬁÏË˜ ÙË˜ ‡ÏË˜ ÙË˜ ÂÊËÌÂÚ›‰·˜ ÌÂ ··Ú·›ÙËÙË ÚÔ¸ﬁıÂÛË ÙËÓ ¤ÁÁÚ·ÊË ¿‰ÂÈ· ÙÔ˘ ÂÎ‰ﬁÙË.

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own thoughts in areas which naturally lend themselves to it. Thus, by focusing on the meaning of a grammatical item or structure, and by looking at how it is used in real contexts, the teacher can then proceed in the same fashion he or she normally does in the other skills areas. In this way, the teaching of grammar can be rewarding and enjoyable, and can benefit students in the long term, by giving them an intuitive understanding which enables them to bypass the rule and go straight to the appropriate form, at stage 6. I believe that the basic precepts for a good reading/writing or speaking/listening lesson should apply equally to a grammar lesson. A popular view held by educationalists is that learning takes place most readily when the whole person is involved in the learning process, and that most learners remember chunks of language according to the context in which they were heard or read. In order for people to engage emotionally with teaching texts, they should be about real people in real situations, communicating in a credible way. In order to learn we need stories: funny and sad, real and fictional, from history and about science. These do not generally figure very prominently in grammar texts. Of course, the experienced English teacher will be adept at making grammar digestible, and will have a whole set of ready-made grammar-based lessons to deal with common problems, complete with jokes and anecdotes and real contexts appropriate to their classes. But it would be useful for new teachers to have some model on which to base their thinking. ™˘Ó¤¯ÂÈ· ·ﬁ ÙË ÛÂÏ. 8

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ÙˆÓ Ú·ÁÌ¿ÙˆÓ, ÙˆÓ Î·Ù·ÛÙ¿ÛÂˆÓ Î·È ÙˆÓ Û˘ÓıËÎÒÓ Ô˘ Ì·˜ ÂÚÈ‚¿ÏÏÔ˘Ó. EÓÓÔÂ›Ù·È ﬁÙÈ Ù· ‰È·ÊÔÚÂÙÈÎ¿ ·ÔÙÂÏ¤ÛÌ·Ù· ÂÈÏÔÁÒÓ Î·È ·ÔÊ¿ÛÂˆÓ ÙÔ˘ ÛÙËÓ ÂÎ·È‰Â˘ÙÈÎ‹ Î·È ÎÔÈÓˆÓÈÎ‹ ÌÔ›Ú· ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘, ı· Ú¤ÂÈ Ó· ÂÈÎÔÈÓˆÓËıÔ‡Ó Î·È ÛÙÔÓ ÁÔÓ¤· Ô ÔÔ›Ô˜ ı· Ú¤ÂÈ Ó· Û˘ÓÂÈ‰ËÙÔÔÈ‹ÛÂÈ ﬁÙÈ ﬁÏÂ˜ ÔÈ ÂÂÓ‰‡ÛÂÈ˜ Ô˘ Î¿ÓÂÈ ÁÈ· ÙÔ Ì¤ÏÏÔÓ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘ Â›Ó·È ·Ó¿ÏÔÁÂ˜ ÙÔ˘ ÎﬁÛÙÔ˘˜ ÙÔ˘˜. K·È ÙÔÓ Û˘ÌÊ¤ÚÂÈ ÁÈ· ÙÔ Ì¤ÏÏÔÓ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘ Ó· ÂÂÓ‰‡ÛÂÈ ÛÂ ‘ﬁÙÈ Î·ÓÂ›˜ Î·È Ù›ÔÙ· ‰ÂÓ ı· ÌÔÚ¤ÛÂÈ Ó· ÙÔ˘ ·Ê·ÈÚ¤ÛÂÈ’ ÛÙËÓ ÎÔÈÓˆÓÈÎ‹ ·‚Â‚·ÈﬁÙËÙ· Ô˘ ‰È¿ÁÔ˘ÌÂ. TÔ ‚¤ÏÙÈÛÙÔÓ ÏÔÈﬁÓ Â›Ó·È ÛÂ Û˘ÓÂÚÁ·Û›· ÌÂ ÙÔ˘˜ ÁÔÓÂ›˜ ,ÁÈ· ÂÈÌÂÚÈÛÌﬁ Ù˘¯ﬁÓ ÂÈÚﬁÛıÂÙÔ˘ ÎﬁÛÙÔ˘˜, Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÔ˘ÌÂ Î·Ù·ÛÙ¿ÛÂÈ˜ ˆÊ¤ÏÈÌÂ˜ ÁÈ· ﬁÏÔ˘˜ ÙÔ˘˜ Û˘Ì‚·ÏÏÔÌ¤ÓÔ˘˜ (‰ËÏ., Ì·ıËÙ‹, ÁÔÓÂ›˜, ÂÎ·È‰Â˘ÙÈÎﬁ). EÂÈ‰‹ ﬁÌˆ˜ ‰ÂÓ ˙Ô‡ÌÂ ÛÂ Ì›· È‰·ÓÈÎ‹ ÎÔÈÓˆÓ›· ÛÙÔ ÂﬁÌÂÓÔ Ê‡ÏÏÔ ı· ÂÚÈÁÚ¿„Ô˘ÌÂ Ò˜ Â›Ó·È Î·Ï‡ÙÂÚÔ Ó· ·ÓÙÈÌÂÙˆ›˙Ô˘ÌÂ ÙÈ˜ Û˘Ó‹ıÂÈ˜ Î·Ù·ÛÙ¿ÛÂÈ˜, ÌÂ ÙËÓ ÏÈÁﬁÙÂÚË ÂÈı˘ÌËÙ‹ ˙ËÌ›· Î·È ÙÔ ÌÂÁ·Ï‡ÙÂÚÔ ‰˘Ó·ÙﬁÓ Î¤Ú‰Ô˜.

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Youth Marketing Ô Marketing Î·È Ë ‰È·Ê‹ÌÈÛË ÚÔ˚ﬁÓÙˆÓ Î·È ˘ËÚÂÛÈÒÓ Ô˘ ·Â˘ı‡ÓÔÓÙ·È ÛÂ ÓÂ·ÓÈÎﬁ ÎÔÈÓﬁ (youth marketing) ·ÔÙÂÏÂ› ¤Ó· ·ÓÙÈÎÂ›ÌÂÓÔ ÂÍ·ÈÚÂÙÈÎÔ‡ ÂÓ‰È·Ê¤ÚÔÓÙÔ˜ ÙﬁÛÔ ÁÈ· ÙÔ˘˜ ÂÈ¯ÂÈÚËÌ·Ù›Â˜ Ô˘ ÂÈı˘ÌÔ‡Ó Ó· ÚÔÛÂÁÁ›ÛÔ˘Ó ·˘Ùﬁ ÙÔ ÎÔÈÓﬁ ·ÔÙÂÏÂÛÌ·ÙÈÎ¿ ﬁÛÔ Î·È ÁÈ· ÙÈ˜ ‰È·ÊËÌÈÛÙÈÎ¤˜ ÂÙ·ÈÚ›Â˜ Ô˘ ı· Ú¤ÂÈ Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÔ˘Ó Ù· Î·Ù¿ÏÏËÏ· ÌËÓ‡Ì·Ù· Î·È ÂÚÂı›ÛÌ·Ù· ÚÔ˜ ÙÔ˘˜ Ó¤Ô˘˜. OÈ Ó¤ÔÈ Û‹ÌÂÚ· ·ÔÙÂÏÔ‡Ó ¤Ó· ÎÔÈÓﬁ ÌÂ È‰È·›ÙÂÚÂ˜ ·Ó¿ÁÎÂ˜, ·ÓËÛ˘¯›Â˜ Î·È ÂÈı˘Ì›Â˜. ¢‡ÛÎÔÏÔÈ ÛÙËÓ ÚÔÛ¤ÁÁÈÛË, «·ÓÙÔÁÓÒÛÙÂ˜», ÁÓÒÛÙÂ˜ ÙË˜ Ìﬁ‰·˜ Î·È ÙˆÓ Ù¿ÛÂˆÓ, ÔÏÏ¤˜ ÊÔÚ¤˜ Î˘ÓÈÎÔ› ‹ ÂÈÎÚÈÙÈÎÔ› ·¤Ó·ÓÙÈ ÛÙ· Ú¿ÁÌ·Ù·. ¢‡ÛÎÔÏ· ÂÙ˘¯·›ÓÂÈ˜ ÂÍ·ÈÚÂÙÈÎ¿ ·ÔÙÂÏ¤ÛÌ·Ù· ÌÂ Û˘ÓËıÈÛÌ¤ÓÂ˜ Î·È ·Ú·‰ÔÛÈ·Î¤˜ ‰È·ÊËÌÈÛÙÈÎ¤˜ ÂÓ¤ÚÁÂÈÂ˜. AÍ›˙ÂÈ ÏÔÈﬁÓ ÙÔÓ ÎﬁÔ Î¿ÔÈÔ˜ Ó· ÍÔ‰¤„ÂÈ ¯ÚﬁÓÔ Î·È ¯Ú‹Ì· ÁÈ· Ó· ÚÔÛÂÁÁ›ÛÂÈ ¤Ó· Ù¤ÙÔÈÔ ÎÔÈÓﬁ; H ·¿ÓÙËÛË Â›Ó·È: ™·ÊÒ˜ NAI! H Ï‡ÛË ‚Ú›ÛÎÂÙ·È ÛÙË ‰È·ÊÔÚÔÔ›ËÛË. ¢È·ÊÔÚÔÔ›ËÛË ·ﬁ ÙÈ˜ Û˘ÓËıÈÛÌ¤ÓÂ˜ ‰È·ÊËÌÈÛÙÈÎ¤˜ ÂÓ¤ÚÁÂÈÂ˜ Î·ıÒ˜ Î·È ·ﬁ ÙÔÓ Û˘Ì‚·ÙÈÎﬁ «ÂÓ‹ÏÈÎÔ» ÙÚﬁÔ ÛÎ¤„Ë˜. OÈ ÂÈ¯ÂÈÚ‹ÛÂÈ˜ ‰ÈÔÈÎÔ‡ÓÙ·È ·ﬁ ÂÓËÏ›ÎÔ˘˜ (Ô˘ ›Ûˆ˜ ¤¯Ô˘Ó ÍÂ¯¿ÛÂÈ ˆ˜ Â›Ó·È Ó· Â›Û·È ·È‰› ‹ ¤ÊË‚Ô˜) Î·È Û˘Ó‹ıˆ˜ ÏÂÈÙÔ˘ÚÁÔ‡Ó ÌÂ

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«ÂÓ‹ÏÈÎË» Â›Ó·È ﬁÏÔ ÙÔ ÏÔÁÈÎ‹. AÓ «Û˘Ó·›ÛıËÌ·» H Ï‡ÛË ‚Ú›ÛÎÂÙ·È ÛÙË ı¤ÏÂÙÂ Ó· Ô˘ ÚÔÎ·ÏÂ› Ë ÚÔÛÂÁÁ›ÛÂÙÂ ÂÙ·ÈÚ›· Û·˜ ÛÂ ‰È·ÊÔÚÔÔ›ËÛË. ·ÔÙÂÏÂÛÌ·ÙÈÎ¿ Î¿ıÂ ¤ÎÊÚ·ÛË ¢È·ÊÔÚÔÔ›ËÛË ·ﬁ ÙÈ˜ ÙÔ ÓÂ·ÓÈÎﬁ ÎÔÈÓﬁ ÙË˜ ÂÙ·ÈÚÈÎ‹˜ Û·˜ Û˘ÓËıÈÛÌ¤ÓÂ˜ ·Ï¿ ı· Ú¤ÂÈ ÂÈÎÔÈÓˆÓ›·˜. Ó· «¤ÛÂÙÂ» ÛÙÔ MÂÙ¿ ÙËÓ ‰È·ÊËÌÈÛÙÈÎ¤˜ ÂÓ¤ÚÁÂÈÂ˜ Â›Â‰Ô ÙÔ˘˜. ˘ÏÔÔ›ËÛË ÙË˜ Î·ıÒ˜ Î·È ·ﬁ ÙÔÓ ¶ÚÈÓ Î¿ÓÂÙÂ Ó¤·˜ ÂÙ·ÈÚÈÎ‹˜ ÔÙÈ‰‹ÔÙÂ, ı· Û·˜ Ù·˘ÙﬁÙËÙ·˜ Û˘Ì‚·ÙÈÎﬁ «ÂÓ‹ÏÈÎÔ» Ú¤ÂÈ Ó· ÛÎÂÊÙÂ›ÙÂ ˆ˜ ı· ÙÚﬁÔ ÛÎ¤„Ë˜. Î·Ù·ÓÔ‹ÛÂÙÂ Ú¤ÂÈ Ó· ÙÔÓ ÙÚﬁÔ Ô˘ ÌÂÙ·‰ÒÛÂÙÂ ÛÎ¤ÊÙÔÓÙ·È Î·È ·ÔÙÂÏÂÛÌ·ÙÈÎ¿ ÏÂÈÙÔ˘ÚÁÔ‡Ó Î·ıÒ˜ Î·È ÙÈ˜ ÙÔ Ì‹Ó˘Ì· Û·˜ ÛÙÔ˘˜ Ó¤Ô˘˜. ™ÎÂÊÙÂ›ÙÂ Ú·ÁÌ·ÙÈÎ¤˜ ÙÔ˘˜ ·Ó¿ÁÎÂ˜. ﬁÙÈ Ù· ·È‰È¿ Î·È ÔÈ ¤ÊË‚ÔÈ Â›Ó·È ™ÙË Û˘Ó¤¯ÂÈ· ÍÂÎÈÓ‹ÛÙÂ ÙËÓ ·ÏÏ·Á‹ ¯Ú‹ÛÙÂ˜ ÙË˜ ÙÂ¯ÓÔÏÔÁ›·˜, ÙÔ˘˜ ·ﬁ ÙËÓ ÂÈ¯Â›ÚËÛË Û·˜. ™ÎÂÊÙ‹Î·ÙÂ ÂÓ‰È·Ê¤ÚÂÈ ÔÙÈ‰‹ÔÙÂ Ó¤Ô, ı¤ÏÔ˘Ó Ó· ÔÙ¤ Ì‹ˆ˜ Ë ÂÈÎﬁÓ· ÙË˜ ÂÈ¯Â›ÚËÛË˜ ÍÂ¯ˆÚ›˙Ô˘Ó ·ÏÏ¿ ·Ú¿ÏÏËÏ· Ó· Û·˜ ‰ÂÓ ·ÓÙÈÎ·ÙÔÙÚ›˙ÂÈ Ú·ÁÌ·ÙÈÎ¿ ÓÈÒıÔ˘Ó Î·È Ì¤ÏË ÌÈ·˜ ÌÂÁ·Ï‡ÙÂÚË˜ ·˘Ùﬁ Ô˘ ı¤ÏÔ˘Ó ÔÈ Ó¤ÔÈ; AÓ ÔÌ¿‰·˜. ·Â˘ı‡ÓÂÛÙÂ Î˘Ú›ˆ˜ ÛÂ ·˘Ùﬁ ÙÔ ÎÔÈÓﬁ, AÓ ÙÔ budget Ô˘ ‰È·ı¤ÙÂÙÂ ‰ÂÓ Â›Ó·È ›Ûˆ˜ ı· Ú¤ÂÈ Ó· ÛÎÂÊÙÂ›ÙÂ ÌÈ· ÌÂÁ¿ÏÔ, ÚÔÛ·ı‹ÛÙÂ Ó· ÂÚÈÔÚ›ÛÂÙÂ ÂÈÎﬁÓ· ÈÔ ‰ËÌÈÔ˘ÚÁÈÎ‹, ÙËÓ Ì·˙ÈÎ‹ Î·È «·ÚﬁÛˆË» ‰È·ÛÎÂ‰·ÛÙÈÎ‹ Î·È ÔÙÈÎ¿ ¤ÓÙÔÓË. H ‰È·Ê‹ÌÈÛË Î·È ·Ó·Î·Ï‡„ÙÂ ÙÚﬁÔ˘˜ ¯Ú‹ÛË ¤ÓÙÔÓˆÓ ¯ÚˆÌ¿ÙˆÓ ﬁˆ˜ ÙÔ Ô˘ ÌÔÚÔ‡Ó Ó· ÂÈÎÔÈÓˆÓ‹ÛÔ˘Ó 1-1 ÎﬁÎÎÈÓÔ ÁÈ· ÙÔ˘˜ ÂÊ‹‚Ô˘˜ Î·È ÙÔ ÙÔ Ì‹Ó˘Ì· Û·˜ Î·È Ó· Û·˜ Û˘Ó‰¤ÛÔ˘Ó ÔÚÙÔÎ·Ï› ÁÈ· Ù· ·È‰È¿ ı· ÌÂ ÙÔ ÎÔÈÓﬁ Ô˘ ÂÈı˘ÌÂ›ÙÂ. ‚ÔËıÔ‡Û·Ó Ó· ·ÔÙ˘ˆıÂ›ÙÂ ÈÔ OÈ ÏÂÁﬁÌÂÓÂ˜ below the line ÂÓ¤ÚÁÂÈÂ˜ Â‡ÎÔÏ· ÛÙË ÌÓ‹ÌË ÙÔ˘˜. ı· ÌÔÚÔ‡Û·Ó Ó· Û·˜ ‚ÔËı‹ÛÔ˘Ó ÛÂ BÂ‚·›ˆ˜ ﬁÙ·Ó ÌÈÏ¿ÌÂ ÁÈ· ÂÈÎﬁÓ· (‹ ·˘Ùﬁ. ÂÙ·ÈÚÈÎ‹ Ù·˘ÙﬁÙËÙ·) ‰ÂÓ * ¢ÈÔÚÁ·ÓÒÛÙÂ ¤Ó·Ó ‰È·ÁˆÓÈÛÌﬁ Î·È ·Ó·ÊÂÚﬁÌ·ÛÙÂ ÌﬁÓÔ ÛÙÔ ÏÔÁﬁÙ˘Ô ‹ ÂÌÏ¤ÍÙÂ ÙÔ˘˜ ÌÈÎÚÔ‡˜ Î·Ù·Ó·ÏˆÙ¤˜ ÙÔ ÂÙ·ÈÚÈÎﬁ Û·˜ ¤ÓÙ˘Ô. T·˘ÙﬁÙËÙ· ÛÂ ÌÈ· ‰È·‰ÈÎ·Û›· ÁÓˆÚÈÌ›·˜ ÌÂ ÙËÓ

ÂÙ·ÈÚ›· Û·˜. * ™¯Â‰È¿ÛÙÂ ÌÈ· ÂÓÙ˘Ô‰È·ÓÔÌ‹ Ô˘ ÍÂÊÂ‡ÁÂÈ ·ﬁ Ù· Û˘ÓËıÈÛÌ¤Ó·. ¢ÂÓ Â›Ó·È ··Ú·›ÙËÙÔ Ó· ÌÔÈÚ¿˙ÂÙÂ ¿ÓÙ· ¤Ó· ·Ïﬁ ¤ÓÙ˘Ô Î·È ÌÂ ¤Ó·Ó Î·ıÔÚÈÛÌ¤ÓÔ ÙÚﬁÔ... * ¢ÈÔÚÁ·ÓÒÛÙÂ ÌÈ· ÂÎ‰‹ÏˆÛË (event) Ë ÔÔ›· ı· Û·˜ Ê¤ÚÂÈ ÛÂ ¿ÌÂÛË Â·Ê‹ ÌÂ ÙÔ ‰˘ÓËÙÈÎﬁ Û·˜ ÂÏ·ÙÔÏﬁÁÈÔ. * ¢ËÌÈÔ˘ÚÁ‹ÛÙÂ (‹ ÂÎÌÂÙ·ÏÏÂ˘ÙÂ›ÙÂ) ¤Ó· ÚÔ˚ﬁÓ Ô˘ ı· ÌÔÚÔ‡ÛÂ Ó· Á›ÓÂÈ Ìﬁ‰· (.¯ ‚Ú·¯ÈÔÏ¿ÎÈ· livestrong) * ¢ËÌÈÔ˘ÚÁ‹ÛÙÂ ıÂÙÈÎﬁ «ÓÙﬁÚÔ» (buzz) Á‡Úˆ ·ﬁ ÙËÓ ÂÙ·ÈÚ›· Û·˜ Î·È ·Ê‹ÛÙÂ ÙË ‰È·Ê‹ÌÈÛË ÛÙﬁÌ· ÌÂ ÛÙﬁÌ· Ó· Î¿ÓÂÈ ÙË ‰Ô˘ÏÂÈ¿ ÁÈ· Û·˜ * EÎÌÂÙ·ÏÏÂ˘ÙÂ›ÙÂ ÙË ‰‡Ó·ÌË ÙÔ˘ Internet Î·È ÙˆÓ SMS ÚÔÛÂÁÁ›˙ÔÓÙ·˜ ¿ÌÂÛ· Î·È ÌÂ ¯·ÌËÏﬁ ÎﬁÛÙÔ˜ ÙÔ˘˜ Ó¤Ô˘˜ Î·Ù·Ó·ÏˆÙ¤˜ * T¤ÏÔ˜ ÂÊ·ÚÌﬁÛÙÂ ÙËÓ ›‰È· ÊÈÏÔÛÔÊ›· Î·È Ù·˘ÙﬁÙËÙ· ÛÂ ﬁÏÂ˜ ÙÈ˜ ÚÔˆıËÙÈÎ¤˜ ÂÓ¤ÚÁÂÈÂ˜ Ô˘ Ú·ÁÌ·ÙÔÔÈÂ›ÙÂ. °È· Ó· ¤¯ÂÈ ‰‡Ó·ÌË ÙÔ Ì‹Ó˘Ì· Û·˜ ı· Ú¤ÂÈ Ó· Â›Ó·È ¤Í˘ÓÔ Î·È Ó· ‰È·ÙËÚÂ› ÙË Û˘ÓÔ¯‹ ÙÔ˘. K·È ‚Â‚·›ˆ˜ Ó· ı˘Ì¿ÛÙÂ ﬁÙÈ Î·Ì›· ‰È·ÊËÌÈÛÙÈÎ‹ ÂÓ¤ÚÁÂÈ· ‰ÂÓ Â›Ó·È ·Ó¿ÎÂÈ· ÁÈ· ﬁÏÂ˜ ÙÈ˜ ÂÚÈÙÒÛÂÈ˜. BÚÂ›ÙÂ ÙÈ˜ Ï‡ÛÂÈ˜ Ô˘ ·ÚÌﬁ˙Ô˘Ó ÛÙÔ budget Î·È ÙËÓ ÂÈ¯Â›ÚËÛË Û·˜ Î·È ÚÔÛ·ı‹ÛÙÂ Ó· ÌÂÙÚ‹ÛÂÙÂ ¿ÓÙÔÙÂ ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎﬁÙËÙ· ÙË˜ Î¿ıÂ ÂÓ¤ÚÁÂÈ·˜. MﬁÓÔ ¤ÙÛÈ ı· ÁÓˆÚ›˙ÂÙÂ ÔÈÂ˜ ı· ·ÔÚÚ›„ÂÙÂ Î·È ÔÈÂ˜ ı·

ÂÊ·ÚÌﬁÛÂÙÂ ÛÙÔ ÂﬁÌÂÓÔ Û·˜ marketing plan.

™‡ÓÙÔÌÔ BÈÔÁÚ·ÊÈÎﬁ ™ËÌÂ›ˆÌ· O KÒÛÙ·˜ M¿ÓÙ˙È·ÚË˜ Â›Ó·È ‰ÈÂ˘ı‡ÓˆÓ Û‡Ì‚Ô˘ÏÔ˜ ÛÙË ‰È·ÊËÌÈÛÙÈÎ‹ ÂÙ·ÈÚ›· Mindworks Adv. EÍÂÈ‰ÈÎÂ‡ÂÙ·È ÛÙÔ ÎÔÌÌ¿ÙÈ ÙÔ˘ Internet Marketing Î·È ¤¯ÂÈ ‚ÔËı‹ÛÂÈ ·ÚÎÂÙ¤˜ ÂÙ·ÈÚ›Â˜ ÛÙÔ Ó· ÚÔÛÂÁÁ›ÛÔ˘Ó ·ÔÙÂÏÂÛÌ·ÙÈÎ¿ Î·È ÌÂ ¯·ÌËÏﬁ ÎﬁÛÙÔ˜ ÓÂ·ÓÈÎﬁ ÂÏ·ÙÔÏﬁÁÈÔ Ì¤Û· ·ﬁ ÙËÓ ˘ÏÔÔ›ËÛË Ï¿ÓˆÓ Youth Marketing & Internet Marketing. E›Ó·È ‰È·ı¤ÛÈÌÔ˜ ÛÙÔ email [email protected]

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Lingua Franca 4 Mar-apr 2006

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