Lingua Franca 7 Sep-oct 2006

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AfiÏ˘Ù· ¤Á΢Ú˜ Î·È Ï‹Úˆ˜ ·Ó·ÁÓˆÚÈṲ̂Ó˜ SPOTLIGHT ÔÈ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Central Lancashire ON EXPRESS SUCCESS Express Publishing and Russian partners Prosveshcheniye, have every cause to celebrate. The first levels of the ‘Spotlight’ series, a joint co-operation between Express and Russian authors, have now been placed on the Russian Ministry of Education ‘recommended’ list, meaning that they are officially available to teachers working in state schools. This was by no means a simple feat, as Russian standards are rigorous and the majority of course books do not make it this far. Not only do books have to suit the syllabus specifications of an education system now undergoing revision, they also have to allow for the cultural and educational needs of the specific market. As one of the major text book providers to Russian state schools, Prosveshcheniye was looking for a suitable partner with which to start this joint venture. As a company, they wished to marry their knowledge of the Russian system with a company that had a background in new methodology and the

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K·Ï‡ÙÔ˘Ó Ú·ÁÌ·ÙÈ΋ ·Ó¿ÁÎË Virginia Evans and A. Vlachos of Express Publishing with Alexander Kondokov and Michael Kozhevnikov of Prosveshcheniye.

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MÂÁ¿Ï˜ ·ÏÏ·Á¤˜ ÛÙÔ K¶° ÂÁ¿ÏË ÎÈÓËÙÈÎfiÙËÙ· ÛËÌÂÈÒÓÂÙ·È ÙÔÓ ÙÂÏÂ˘Ù·›Ô ηÈÚfi ÛÙÔ KÚ·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi °ÏˆÛÛÔÌ¿ıÂÈ·˜, ÙfiÛÔ Û ı¤Ì·Ù· ‰ÈÔ›ÎËÛ˘ fiÛÔ Î·È Û ı¤Ì·Ù· Ô˘ ·ÊÔÚÔ‡Ó ÛÙȘ ÂÍÂÙ¿ÛÂȘ ·˘Ù¤˜ ηı’ ·˘Ù¤˜. H Lingua Franca Ì›ÏËÛ Ì ÙËÓ Î· X·Ú¿ K·ÙÛ·Ê¿‰Ô˘, ‰È¢ı‡ÓÙÚÈ· ÙÔ˘ K¶° Î·È Û·˜ ·Ú·ı¤ÙÔ˘ÌÂ Û˘ÓÔÙÈο ÙȘ ÂÓÙ˘ˆÛȷΤ˜ ·ÏÏ·Á¤˜ Ô˘ ¤¯Ô˘Ó ÛËÌÂȈı› ·Ô ÙÔÓ ÂÚ·Ṳ̂ÓÔ IÔ‡ÓÈÔ. ñ ŒÁηÈÚË ·Ó·ÎÔ›ÓˆÛË ËÌÂÚÔÌËÓÈÒÓ ŒÓ· ·Ô Ù· ÚÔ‚Ï‹Ì·Ù· Ô˘ ·ÓÙÈÌÂÙÒÈ˙·Ó fiÛÔÈ ÂÈı˘ÌÔ‡Û·Ó Ó· ÛÙ›ÏÔ˘Ó Ì·ıËÙ¤˜, ‹Ù·Ó ÙÔ ÁÂÁÔÓfi˜

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Social Psychology and ELT - THE GAIN FACTOR 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 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. For any questions or comments, you can contact him at [email protected].

The more someone praises us the more we like them, right? And what about someone who criticises us? Don’t we get defensive? Well, not necessarily. Put yourself in the following situation (Aronson, 1999): You overhear someone talking about you on a number of occasions. In which scenario do you find them most attractive? (a) Each time their comments about you are positive, (b) Each time the comments are negative, (c) The first ones are negative but they gradually get better or (d) They are positive at first but they gradually get worse. So, what do you say? (a)? The right answer is in fact (c)! Aronson’s theory is that we value increases in one’s rewarding behaviour towards us, rather than a

constantly positive attitude. While his focus was liking and interpersonal relationships, the concept can be applied to different contexts too. A piece of research – from the world of business: The basic idea is that we are more likely to ‘buy’ something when the price seems to have been reduced, rather than when it is offered at its original price – even if the two sums of money are the same! Burger [in Brehm, Kassin & Fein 2002] tried the following experiment: He set up a stall selling cupcakes. In the first part of the experiment, would-be buyers were told that they cost 75 cents. About 44% of them bought one. In the second part, buyers were told that

the cupcakes cost $1 – but before they decided, the price was lowered to 75 cents (this has been labeled the ‘That’s-not-all’ technique). Guess what – sales went up to 73%!! I am certain that less people would have bought them if the original asking price in the first part had been, say, 65 cents! Regardless of how tasty the cupcakes were, you would think that nobody would fall for such a transparent trick – yet we do! One only has to look around and see what happens during the sales! It seems that we are programmed to respond not so much to ‘absolute’ values but to favourable or unfavourable changes. Applications in the field of ELT: If you are an employer, it might make sense to make sure that your employees do not feel like they are in a dead-end job. Providing inservice training within the school will make teachers feel that they are growing professionally – (and should you decide to introduce seminars or courses, please keep the author in mind! :) ). The ‘expectancy theory’ of motivation suggests that people try harder when they feel that their

effort will be recognized and rewarded (Brehm, Kassin & Fein 2002). Interestingly, as Aronson would suggest, these rewards have to be frequent and piecemeal rather than rare and large, otherwise the motivational effect fades (Bernstein & Nash 2005). Promotions give people a sense of achievement and even simply a title might boost a teacher’s morale. In addition, my experience shows that a substantial pay-rise invariably works wonders!! If you are a teacher, you want to give your students a sense of progress. As this is often difficult for them to see, it is a good idea to point it out to them, by showing them for instance what they have learned over a period of time. Setting realistic, short-term goals also goes a long way towards motivating students (Dornyei, 2001). As far as feedback is concerned, while constant praise is better than no praise at all, students may come to take it for granted after a while. By varying positive comments on the other hand, you may give your students just that little bit of extra motivation they need.

Lastly, unlike many colleagues, I believe that it makes sense to put students through public examinations – especially if the latter have a positive backwash effect. Moving from the KET exam for instance, to the PET and then to the FCE may motivate students to tackle more difficult exams like the CAE and the CPE. I know that some of you are still not convinced about the validity of the ‘Gain Factor’ principle. Women of course have a natural instinct for such psychological nuances. No wonder then that Chapter 19 of ‘The Rules’ (a dating manual written by women for women) advices ‘Do not open up too fast’. Now think about how we feel at the beginning of a relationship. And then compare that to marriage. References 1. Aronson, E. “The Social Animal” Worth – Freeman, 1999 2. Bernstein, D. & Nash P. “Essentials of Psychology” Houghton Mifflin, 2005 3. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002 4. Dornyei, Z. “Motivational Strategies in the Language Classroom” Cambridge University Press, 2001

NICK

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TRINITY COLLEGE LONDON WELCOMES CHIEF EXECUTIVE TO GREECE! Trinity College London, the international examinations institute with ESOL exams recently recognised by ASEP, hosted a cocktail to welcome its new Chief Executive, Julian Amey, to Greece on Saturday, October 7th, at the Museum of Cycladic Art, Kolonaki. Howard Middle, Trinity’s National Manager for Greece, invited Julian to familiarise himself with the Greek ELT scene, and to meet clients and friends from frontistiria, private schools, teacher training, the British Council, the Military Academy, and others. Julian is no stranger to ELT, as for many years he was a senior marketing executive at Longman, working with Howard, before running BBC English by Radio and TV in the early 90s, then moving on to other management positions, including being one of Trinity’s governors. Anne Stazicker, one of Trinity’s most experienced oral examiners, also visited Athens, Patras and Larissa during October, and gave talks to a number of schools about Trinity’s Integrated Skills and Graded Spoken exams, as part of Trinity’s commitment to teacher development. Trinity continues to expand its presence in Greece, as more schools accept the unique communicative nature of its ESOL exams.

A°°E§IE™ ¶ø§EITAI ºÚÔÓÙÈÛÙ‹ÚÈÔ •¤ÓˆÓ °ÏˆÛÛÒÓ Ì ʋÌË, ÛÙ·ıÂÚ‹ ÂÏ·Ù›· Î·È ÂÈÙ˘¯›Â˜ ÛÙËÓ ÂÚÈÔ¯‹ ¶·ÁÎÚ·Ù›Ô˘ Ï‹Úˆ˜ ÂÍÔÏÈṲ̂ÓÔ. TËÏ.: 22940 89525, 6977 391564. ¶ø§EITAI ÙÔ 50% ºÚÔÓÙÈÛÙËÚ›Ô˘ •¤ÓˆÓ °ÏˆÛÛÒÓ ÂÓ ÏÂÈÙÔ˘ÚÁ›· ÛÙËÓ AÓ·ÙÔÏÈ΋ £ÂÛÛ·ÏÔÓ›ÎË Ì 110 Ì·ıËÙ¤˜ Û ÙÈÌ‹ ȉȷ›ÙÂÚ· ÚÔÛÈÙ‹. °È· ÏËÚÔÊÔڛ˜ ÛÙÔ ÙËÏ.: 6936 665800 Î·È 2310 908721. ¶ø§EITAI Âȯ›ÚËÛË K.•.°. ¤ÙÔÈÌÔ Ì ٤ÏÂÈÔ ËÏÂÎÙÚÔÓÈÎfi ÂÍÔÏÈÛÌfi Î·È ¿ÚÈÛÙË ÎÙÈÚȷ΋ ÂÈÎfiÓ·, ¯·ÌËÏfi ÏÂÈÙÔ˘ÚÁÈÎfi ÎfiÛÙÔ˜, ÛÙ·ıÂÚfi ÂÏ·ÙÔÏfiÁÈÔ, Ù˙›ÚÔ˜ 60.000 ¢ÚÒ, ÁÈ· Û·˜ Ô˘ ‰ÂÓ ı¤ÏÂÙ ÙÔ Ú›ÛÎÔ Ù˘ ¤Ó·Ú͢ Î·È Î·Ù’ ¢ı›·Ó ÎÂÚ‰ÔÊÔÚ›·, Û ·Ó·ÙÔÏÈÎfi ÚÔ¿ÛÙÂÈÔ Ù˘ £ÂÛÛ·ÏÔӛ΢. TËÏ.: 6972 226957, ÌfiÓÔ ÛÔ‚·Ú¤˜ ÚÔÙ¿ÛÂȘ. ¶ø§EITAI ÂÍÔÏÈÛÌfi˜ ºÚÔÓÙÈÛÙËÚ›Ô˘ Û ηϋ ηٿÛÙ·ÛË. TËÏ.: 210 9947172, ÎÈÓ.: 6973 232874. ZHTEITAI ηıËÁ‹ÙÚÈ· IÛ·ÓÈÎÒÓ Û ÊÚÔÓÙÈÛÙ‹ÚÈÔ ÛÙË N¤· ™Ì‡ÚÓË. TËÏ.: 210 9310136 (Û¯ÔÏ›Ô).

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A·ÈÙÂ›Ù·È ÂÏÏËÓÔÌ¿ıÂÈ· ÁÈ· ÙËÓ ÚfiÛÏË„Ë ·ÏÏÔ‰·ÒÓ Î·ıËÁËÙÒÓ Ÿˆ˜ ÚÔ·ÙÂÈ ·Ô ÙȘ ‰È·Ù¿ÍÂȘ ÙÔ˘ ¶ÚÔ‰ÚÈÎÔ‡ ¢È·Ù¿ÁÌ·ÙÔ˜ 211/1994 (ºEK 132A), ÔÈ ˘‹ÎÔÔÈ ÙˆÓ KÚ·ÙÒÓMÂÏÒÓ Ù˘ E˘Úˆ·È΋˜ EÓˆÛ˘ ÚÔÛÏ·Ì‚¿ÓÔÓÙ·È Û K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ, ÂÊ’ fiÛÔÓ ‰È·ı¤ÙÔ˘Ó Ù· ÚÔÛfiÓÙ· Ô˘ ··ÈÙ› Ô ÓfiÌÔ˜ ÁÈ· ηٿÏË„Ë ·ÓÙÈÛÙÔ›¯ˆÓ ı¤ÛÂˆÓ ·fi Ë̉·Ô‡˜ Î·È Î·Ù¤¯Ô˘Ó Â›Û˘ ‚‚·›ˆÛË ·Ï‹˜ ÂÏÏËÓÔÌ¿ıÂÈ·˜ (·Ï‹ ÁÓÒÛË Î·È ‰˘Ó·ÙfiÙËÙ· ¯Ú‹Û˘ Ù˘ ÂÏÏËÓÈ΋˜ ÁÏÒÛÛ·˜). H ÂÏÏËÓÔÌ¿ıÂÈ· ·Ô‰ÂÈÎÓ‡ÂÙ·È ÙfiÛÔ Ì ·Ô‰ÂÈÎÙÈÎfi Ù˘ ·ÚÌfi‰È·˜ ÂÈÙÚÔ‹˜ fiÛÔ Î·È Ì ¿ÏÏ· Â›ÛËÌ· ·Ô‰ÂÈÎÙÈο ÛÙÔȯ›·, fiˆ˜ ÈÛÙÔÔÈËÙÈο ·fi Û¯ÔÏ›· ÙˆÓ ÂÏÏËÓÈÎÒÓ ÎÔÈÓÔÙ‹ÙˆÓ ÙÔ˘ Â͈ÙÂÚÈÎÔ‡, ÈÛÙÔÔÈËÙÈο Î·È ‚‚·ÈÒÛÂȘ ÛÔ˘‰ÒÓ ·fi ÂÏÏËÓÈο ηÈ

ͤӷ ·ÓÂÈÛÙ‹ÌÈ·. OÈ ˆ˜ ¿Óˆ ηıËÁËÙ¤˜ ı· ÚÔÛÏ·Ì‚¿ÓÔÓÙ·È ÌfiÓÔ Û‡Ìʈӷ Ì ÙȘ Û¯ÂÙÈΤ˜ ‰È·Ù¿ÍÂȘ Î·È fi¯È ˆ˜ «·ÏÏÔ‰·Ô›». K·Ù¿ Û˘Ó¤ÂÈ·, fiˆ˜ ÂÓËÌÂÚÒÓÂÈ Ë ¢È‡ı˘ÓÛË I‰ÈˆÙÈ΋˜ EÎ·›‰Â˘Û˘ ÙÔ˘ YÔ˘ÚÁ›Ԣ ¶·È‰Â›·˜ Ì ÙËÓ 29/08/2006 85934/¢5 ÂÁ·ÎÏÈÔ, ÔÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ı· Ú¤ÂÈ Ó· ÚÔÛÎÔÌ›˙Ô˘Ó Î·È ÙË ‚‚·›ˆÛË ÂÏÏËÓÔÌ¿ıÂÈ·˜ Ì·˙› Ì ٷ ÏÔÈ¿ ‰ÈηÈÔÏÔÁËÙÈο, Â›Û˘ ‰ÂÓ ı· ‰›ÓÂÙ·È ·Ú¿Ù·ÛË ¿‰ÂÈ·˜ ‰È‰·Ûηϛ·˜ Û fiÛ˜ ¤¯Ô˘Ó ‹‰Ë ¯ÔÚËÁËı›. ¶ÏËÚÔÊÔڛ˜ ÛÙ· ηٿ ÙfiÔ˘˜ ÁÚ·Ê›· ¢Â˘ÙÂÚÔ‚¿ıÌÈ·˜ EÎ·›‰Â˘Û˘ Î·È ÛÙÔ Y¶E¶£, TÌ‹Ì· I‰ÈˆÙÈ΋˜ EÎ·›‰Â˘Û˘, MËÙÚÔfiψ˜ 15, 210 3243135.

¶PO™K§H™H H Express Publishing Î·È Ù· BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜ Û·˜ ÚÔÛηÏÔ‡Ó ÛÙ· ÛÂÌÈÓ¿ÚÈ· ÁÈ· I‰ÈÔÎÙËÙ˜ K•° Î·È Î·ıËÁËÙ¤˜ AÁÁÏÈÎÒÓ Ì ı¤Ì·:

Learner-Centred Teaching: Tips & Strategies During this session the speaker will demonstrate how we can motivate our students to discover language themselves aiming at the development of their independence and autonomy. Students become responsible for their progress with and management of the language, attributing to the teacher the role of the facilitator rather than that of the dictator. The speaker will present ways to transform the learning process into a more student-friendly practice OMI§HTH™: Craig Huxley TO¶O™ : BÈ‚ÏÈÔˆÏÂ›Ô º§øPA™ ¶·‡ÏÔ˘ MÂÏ¿ 24, £ÂÛÛ·ÏÔÓ›ÎË,

TÂÙ¿ÚÙË 29 NÔÂÌ‚Ú›Ô˘ ‹ TÂÙ¿ÚÙË 6 ¢ÂÎÂÌ‚Ú›Ô˘ 2006, ÒÚ· 12.00-13.00 KÚ·Ù‹ÛÂȘ ı¤ÛÂˆÓ 2310-224732

AÓ·ÓÂÒÓÔÓÙ·È Î·ÓÔÓÈο ÔÈ ¿‰ÂȘ ÙˆÓ K•° M ‚¿ÛË ÙËÓ 99493/¢5 28/09/2006 ·Ó·ÓÂÒÓÔÓÙ·È ÔÈ ˘ÊÈÛÙ¿ÌÂÓ˜ ¿‰ÂȘ ÙˆÓ K•° Ô˘ ÏÂÈÙÔ˘ÚÁÔ‡Ó Û ÂÚÈÔ¯¤˜ ·ÌÈÁÔ‡˜ ηÙÔÈΛ·˜ ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰Ôı› ¯ÚfiÓÔ˜ ÛÙÔ Y¶EXø¢E ÁÈ· ÙËÓ ÂÎfiÓËÛË Î·È ¤ÁÎÚÈÛË ÔÏÂÔ‰ÔÌÈÎÒÓ ÌÂÏÂÙÒÓ ·Ó·ıÂÒÚËÛ˘-·Ó·‰È¿Ù·Í˘ ÙˆÓ ÂÈÙÚÂfiÌÂÓˆÓ ¯Ú‹ÛÂˆÓ Á˘, Û‡Ìʈӷ Ì ÙȘ ÚÔ˘Ôı¤ÛÂȘ ÙˆÓ ÂÁÎÂÎÚÈÌ¤ÓˆÓ °ÂÓÈÎÒÓ ¶ÔÏÂÔ‰ÔÌÈÎÒÓ ™¯Â‰›ˆÓ. ™ËÌÂÈÒÓÂÙ·È ˆ˜ ı· ·Ó·ÓˆıÔ‡Ó ÌfiÓÔ ÔÈ ˘ÊÈÛÙ¿ÌÂÓ˜ ¿‰ÂȘ Ô˘ ÏËÚÔ‡Ó ÙȘ ·Ô ÙËÓ Î›ÌÂÓË ÓÔÌÔıÂÛ›· ÔÚÈ˙fiÌÂÓ˜ ÚÔ˘Ôı¤ÛÂȘ Î·È ‰ÂÓ ı· ¯ÔÚËÁËıÔ‡Ó Ó¤Â˜. TÔ ı¤Ì· ··Û¯fiÏËÛ ¤ÓÙÔÓ· ÙÔ ÙÂÏÂ˘Ù·›Ô ÂÍ¿ÌËÓÔ ÙËÓ ¢ÈÔ›ÎËÛË ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ ( Aη‰ËÌ›·˜ 98-100, 210 3828539). H ·ÚÌfi‰È· ÂÈÙÚÔ‹ ÁÈ· ÙÔ ı¤Ì· Ì ÂÈÎÂÊ·Ï‹˜ ÙËÓ Î· M·›ÚË M¤ÙÛË Î·È ÙËÓ Î· ™Ù¤ÏÏ· ºÏˆÚ¿, ı· ‹ıÂÏ ӷ ¢¯·ÚÈÛÙ‹ÛÂÈ ıÂÚÌ¿ fiÏÔ˘˜ ÙÔ˘˜ Û˘Ó·‰¤ÏÊÔ˘˜, ÔÈ ÔÔ›ÔÈ ÛÙ‹ÚÈÍ·Ó ÙÔÓ ·ÁÒÓ· Ù˘ Î·È È‰È·›ÙÂÚ· ÙȘ Î˘Ú›Â˜ B·ÛÈÏÈ΋ ¶¿ÓÙÔ˘ Î·È ¢¤ÛÔÈÓ· M·ÁÁ›Ó·. H η ™Ù¤ÏÏ· ºÏˆÚ¿, ¤ÊÔÚÔ˜ ÂÍÂÙ¿ÛÂˆÓ Europalso Î·È Central Lancashire, Ì›ÏËÛ ÛÙËÓ Lingua Franca: « HÙ·Ó ¤Ó· ȉȷ›ÙÂÚ· «Î·˘Ùfi» ηÏÔη›ÚÈ Û˘Ó‰ÈηÏÈÛÙÈο. E˘Ù˘¯Ò˜ ÔÈ ·ÁÒÓ˜ Ì·˜ ÛÙ¤ÊıËÎ·Ó Ì ÂÈÙ˘¯›· Î·È ÔÈ ıÈÁfiÌÂÓÔÈ Û˘Ó¿‰ÂÏÊÔÈ ‰È·Ù‹ÚËÛ·Ó Ù· Û¯ÔÏ›· ÙÔ˘˜. £· ‹ıÂÏ· Ó· ÂÎÊÚ¿Ûˆ ÙȘ ‚·ı‡Ù·Ù˜ ¢¯·ÚÈÛٛ˜ ÙÔ˘ ÎÏ¿‰Ô˘ Ì·˜ ÛÙÔ˘˜ ‚Ô˘ÏÂ˘Ù¤˜ Ù˘ N¢ ÎÎ. B·Û›ÏË BÏ¿¯Ô Î·È £·Ó¿ÛË K·ÙÛÈÁÈ¿ÓÓË ÁÈ· ÙËÓ ·Ì¤ÚÈÛÙË Û˘Ì·Ú¿ÛÙ·ÛË Î·È ·ÚˆÁ‹ ÛÙËÓ ÚÔÛ¿ıÂÈ¿ Ì·˜.»

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N¤ÔÈ Û˘ÓÔÙÈÎÔ› ¤ÏÂÁ¯ÔÈ ·fi ÙËÓ EÊÔÚ›· Ì 15 ÎÚÈÙ‹ÚÈ· EȯÂÈÚ‹ÛÂȘ Ô˘ ¤¯Ô˘Ó Ó· ÂÏÂÁ¯ıÔ‡Ó ¿Óˆ ·fi ‰‡Ô ¯ÚfiÓÈ·, ÌÂÁ¿Ï˜ ÂÙ·ÈÚ›˜ Î·È ÂχıÂÚÔÈ Â·ÁÁÂÏ̷ٛ˜ Ô˘ ¤¯Ô˘Ó ‰ËÏÒÛÂÈ ˙ËÌȤ˜ ‹ ÌÂÁ¿Ï· ÔÛ¿ ‰··ÓÒÓ, ÂÍ·ÁˆÁÈΤ˜ ÂÙ·ÈÚ›˜ Ô˘ ÂÌÊ·Ó›˙Ô˘Ó ÌÂÁ¿Ï˜ ÂÈÛÙÚÔʤ˜ º¶A, ηıÒ˜ Î·È ÔÈ «·ÓÔȯ٤˜» ÊÔÚÔÏÔÁÈΤ˜ ˘Ôı¤ÛÂȘ ÙÔ˘ 2000, ı· ‚ÚÂıÔ‡Ó ˘fi ¤ÏÂÁ¯Ô ·fi ÙÔÓ ™Â٤̂ÚÈÔ. °È· ÙË ‰ÈÂÓ¤ÚÁÂÈ· ÙˆÓ Û˘ÓÔÙÈÎÒÓ ÊÔÚÔÏÔÁÈÎÒÓ ÂϤÁ¯ˆÓ ÙÔ ˘Ô˘ÚÁÂ›Ô OÈÎÔÓÔÌÈÎÒÓ ¤¯ÂÈ Î·ıÔÚ›ÛÂÈ ÏÂÙÔÌÂÚ‹ ÎÚÈÙ‹ÚÈ·, ÚÔÎÂÈ̤ÓÔ˘ ÔÈ ¤ÏÂÁ¯ÔÈ Ó· ηχÙÔ˘Ó fiÏÔ ÙÔ Ê¿ÛÌ· Ù˘ ‰Ú·ÛÙËÚÈfiÙËÙ·˜ Î·È Ó· ‰Ú¿ÛÔ˘Ó, ÒÛÙÂ Ë Î·Ù·‚ÔÏ‹ ÙˆÓ ÚÔÛÙ›ÌˆÓ Ó· Ú·ÁÌ·ÙÔÔÈÂ›Ù·È Ù·¯‡Ù·Ù·. EȉÈÎfiÙÂÚ·, ÛÙÔ ÛÙfi¯·ÛÙÚÔ ÙˆÓ ÊÔÚÔÂÏÂÁÎÙÒÓ ı· ‚ÚÂıÔ‡Ó ÔÈ ÂȯÂÈÚ‹ÛÂȘ Ô˘ Â›Ó·È ‡ÔÙ˜ ÁÈ· ÊÔÚÔ‰È·Ê˘Á‹, ÂÓÒ ÎÚÈÙ‹ÚÈ· ÁÈ· ÙÔÓ ¤ÏÂÁ¯Ô ·ÔÙÂÏÔ‡Ó: 1) OÈ ·Ú·‚¿ÛÂȘ ÙÔ˘ KB™ ‹ ‰ÂÏÙ›· ÏËÚÔÊÔÚÈÒÓ ‹ ¿ÏÏ· ÛÙÔȯ›· ÁÈ· ÊÔÚÔ‰È·Ê˘Á‹. 2) H ÌË ˘Ô‚ÔÏ‹ ‰ËÏÒÛÂˆÓ ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜, º¶A ‹ ¿ÏÏˆÓ ÊÔÚÔÏÔÁÈÎÒÓ ·ÓÙÈÎÂÈ̤ӈÓ. 3) T· ÌÂÁ¿Ï· ÈÛÙˆÙÈο ˘fiÏÔÈ· º¶A Ô˘ ‰ÂÓ ‰ÈηÈÔÏÔÁÔ‡ÓÙ·È ·fi ÙË ‰Ú·ÛÙËÚÈfiÙËÙ· Ù˘ Âȯ›ÚËÛ˘. 4) H ηٿۯÂÛË ‚È‚Ï›ˆÓ Î·È ÛÙÔȯ›ˆÓ ‹ Ù·ÌÂÈ·ÎÒÓ Ì˯·ÓÒÓ. 5) H ·ÒÏÂÈ· ‚È‚Ï›ˆÓ Î·È ÛÙÔȯ›ˆÓ ‹ ÊÔÚÔÏÔÁÈÎÒÓ Ù·ÌÂÈ·ÎÒÓ Ì˯·ÓÒÓ. 6) OÈ ÌÂÁ¿Ï˜ ‰·¿Ó˜ ÙˆÓ ÂχıÂÚˆÓ Â·ÁÁÂÏÌ·ÙÈÒÓ. 7) H ·‰ÈηÈÔÏfiÁËÙË ‰È·ÊÔÚ¿ ÛÙ· Û˘ÌÏËڈ̷ÙÈο ÛÙÔȯ›· ‰ËÏÒÛÂˆÓ ÊÔÚÔÏÔÁ›·˜ ÂÈÛÔ‰‹Ì·ÙÔ˜ Î·È º¶A. 8) ™Â ÌÈ· ·fi ÙȘ ÂÎÎÚÂÌ›˜ ‰È·¯ÂÈÚÈÛÙÈΤ˜ ÂÚÈfi‰Ô˘˜ ‰ËÏÒıËΠ˙ËÌ›· ·fi ÙËÓ ÂÎÌÂÙ¿ÏÏ¢ÛË Ù˘ Âȯ›ÚËÛ˘ ‹ ·fi ÙËÓ ¿ÛÎËÛË ÙÔ˘ ÂÏ¢ı¤ÚÈÔ˘ Â·ÁÁ¤ÏÌ·ÙÔ˜. 9) O ¯·ÌËÏfi˜ Û˘ÓÙÂÏÂÛÙ‹˜ ÌÂÈÎÙÔ‡ Î·È Î·ı·ÚÔ‡ ΤډԢ˜. 10) H ¯Ú‹ÛË ·Ó·Ù˘ÍÈ·ÎÒÓ ÓfïÓ. 11) H ··ÏÏ·Á‹ ·fi º¶A. 12) ŸÙ·Ó ηٿ ÙÔÓ ÚÒÙÔ ¯ÚfiÓÔ ÏÂÈÙÔ˘ÚÁ›·˜ Ù˘ Âȯ›ÚËÛ˘ ÂÌÊ·Ó›˙ÔÓÙ·È ˘¤ÚÔÁη ÔÛ¿ ÂÓ‰ÔÎÔÈÓÔÙÈÎÒÓ Û˘Ó·ÏÏ·ÁÒÓ ‹ ‰˘Û·Ó¿ÏÔÁ· Ù¤ÙÔÈ· ÔÛ¿ Û ۯ¤ÛË Ì ÙÔÓ Û˘Ó‹ıË Î‡ÎÏÔ ÂÚÁ·ÛÈÒÓ Ù˘. 13) ŸÙ·Ó ηٿ ÙÔ ¯ÚfiÓÔ ÂÈÏÔÁ‹˜ ÁÈ· ¤ÏÂÁ¯Ô ˘¿Ú¯Ô˘Ó ‰È·ı¤ÛÈÌ· ÛÙÔȯ›· ÛÙËÓ ·ÚÌfi‰È· ÂÏÂÁÎÙÈ΋ ˘ËÚÂÛ›· ÁÈ· Â·Ó·Ï·Ì‚·ÓfiÌÂÓ˜ ·ÈÙ‹ÛÂȘ ·fi ¿ÏÏ· ÎÚ¿ÙË - ̤ÏË ÁÈ· ·ÌÔÈ‚·›· Û˘Ó‰ÚÔÌ‹. 14) OÈ ‰ËÏÒÛÂȘ ÙˆÓ ÔÔ›ˆÓ Â›ÎÂÈÙ·È Ô ¯ÚfiÓÔ˜ ·Ú·ÁÚ·Ê‹˜, Ì ٷ ÌÂÁ·Ï‡ÙÂÚ· ÂÈÛÔ‰‹Ì·Ù·. 15) OÈ ‰ËÏÒÛÂȘ Ì ٷ ÌÂÁ·Ï‡ÙÂÚ· ·Î·ı¿ÚÈÛÙ· ÂÈÛÔ‰‹Ì·Ù· ·fi οı ηÙËÁÔÚ›·. AÓ·‰ËÌÔÛ›Â˘ÛË EEA OÎÙÒ‚ÚÈÔ˜ 2006

ºÔÚÔÏÔÁÈΤ˜ EÚÁ·ÙÈΤ˜ YÔ¯ÚÂÒÛÂȘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ NOEMBPIO™ ñ M¤¯ÚÈ15/11 ˘Ô‚ÔÏ‹ ÛÙËÓ EÈıÂÒÚËÛË ÂÚÁ·Û›·˜ ηٿÛÙ·Û˘ ÚÔÛˆÈÎÔ‡ (ÁÈ· ÙÔ˘˜ ÌfiÓÈÌ· ··Û¯ÔÏÔ‡ÌÂÓÔ˘˜ ÂÊ’ fiÛÔÓ ‰ÂÓ ÙÔ˘˜ ÂÚÈÏ¿‚·Ì ÛÙËÓ Î·Ù¿ÛÙ·ÛË ÚÔÛˆÈÎÔ‡ Ô˘ ˘Ô‚¿ÏÏÔ˘Ì ·Ì¤Ûˆ˜ ÌÂÙ¿ ÙȘ ÚÒÙ˜ ÚÔÛÏ‹„ÂȘ ÙÔ˘ ™ÂÙÂÌ‚Ú›Ô˘ ‹ OÎÙˆ‚Ú›Ô˘) ñ Afi 20/11 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y. ¶ÚÔÛˆÚÈÓ‹˜ ¢‹ÏˆÛ˘ ÁÈ· ÙÔ º.M.Y. Ô˘ ·Ú·ÎÚ·Ù‹ıËΠÛÙÔ ‰›ÌËÓÔ 1/931/10 ñ M¤¯ÚÈ 31/11 ÏËڈ̋ ÂÈÛÊÔÚÒÓ IKA OÎÙˆ‚Ú›Ô˘ ¢EKEMBPIO™ ñ K·Ù·‚ÔÏ‹ ¢ÒÚÔ˘ XÚÈÛÙÔ˘Á¤ÓÓˆÓ ÛÙÔ˘˜ ÂÚÁ·˙Ô̤ÓÔ˘˜ ñ M¤¯ÚÈ 31/12 ÏËڈ̋ ÂÈÛÊÔÚÒÓ IKA NÔÂÌ‚Ú›Ô˘ ¶ÏËڈ̋ ÂȉfiÌ·ÙÔ˜ A‰Â›·˜(·Ó·ÏÔÁ›·)ÁÈ· fiÛÔ˘˜ ÚÔÛÏ‹ÊıËÎ·Ó ÛÙËÓ Ó¤· Û¯ÔÏÈ΋ ¯ÚÔÓÈ¿ MÈ· ¢ÁÂÓÈ΋ ÚÔÛÊÔÚ¿ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ (Aη‰ËÌ›·˜ 98100, Aı‹Ó·, 210 3828539)

EıÓÈ΋ EÈÙÚÔ‹ ηٿ Ù˘ ÊÔÚÔ‰È·Ê˘Á‹˜ TË Û‡ÛÙ·ÛË EıÓÈ΋˜ EÈÙÚÔ‹˜ ÁÈ· ÙËÓ ·ÓÙÈÌÂÙÒÈÛË Ù˘ ÊÔÚÔ‰È·Ê˘Á‹˜, ÛÙËÓ ÔÔ›· ı· ÎÏËıÔ‡Ó Ó· Û˘ÌÌÂÙ¿Û¯Ô˘Ó ÂÎÚfiÛˆÔÈ ‰È·ÊfiÚˆÓ ÎÏ¿‰ˆÓ ÂȯÂÈÚ‹ÛÂˆÓ Î·È Â·ÁÁÂÏÌ·ÙÈÒÓ, ·Ó·ÎÔ›ÓˆÛÂ Ô ˘Ô˘ÚÁfi˜ OÈÎÔÓÔÌ›·˜ Î·È OÈÎÔÓÔÌÈÎÒÓ °ÈÒÚÁÔ˜ AÏÔÁÔÛÎÔ‡Ê˘. ™Ùfi¯Ô˜ Ù˘ EÈÙÚÔ‹˜, ÂÎÙfi˜ ·fi ÙËÓ Î·Ù·ÔϤÌËÛË Ù˘ ÊÔÚÔ‰È·Ê˘Á‹˜, ·ÔÙÂÏ› Î·È Ë ·Ó‡ÚÂÛË Ó¤ˆÓ fiÚˆÓ ÁÈ· ÙÔÓ ÚÔ¸ÔÏÔÁÈÛÌfi, ÔÈ ÔÔ›ÔÈ ı· ÛÙËÚ›ÍÔ˘Ó ÙȘ ÊÔÚÔÏÔÁÈΤ˜ ÂÏ·ÊÚ‡ÓÛÂȘ ÛÙ· Ê˘ÛÈο ÚfiÛˆ·.

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Reasons why students face failure in their school life Dr.Theodora Papadopoulou [email protected] School failure is a process where a student slips behind his peers and gradually loses interest in school. Many cases of school failure happen among students who have the ability and intelligence to succeed but who are unable or unwilling to apply these abilities in the school setting. Failure is the ultimate result of emotional, behavioural, or learning problems. There are several factors that can lead to school failure. Some of them are depression, anxiety, problems in the family, and learning disabilities. Lack of motivation We all know that motivation is the key to success. There are some students who lack interior motivation. In these cases, both teachers and parents should try to provide them with the enthusiasm they lack.

failures from their self-worth and realise that there is a big difference between failing at a task and failing as a person.

Lack of commitment Commitment and passion for the goals you have set are some of the most important traits of any successful person. Students who lack commitment are doomed to face failure in their school life. Poor time management Poor time management is the most common reason for poor academic performance. Students who are not in control of their time often experience failure and disappointment. Teachers should show them the way to make daily/weekly and monthly plans. Procrastination Procrastination is the avoidance of doing a task which needs to be accomplished. This can lead to feelings of guilt, inadequacy, depression and

self-doubt among students. Procrastination has a high potential for painful consequences. It interferes with the academic and personal success of students. This is why both parents and teachers should help students overcome this habit.

Too little or too much self confidence Self confidence is what all students need but overconfidence can be detrimental for any student. Students need to develop an objective attitude towards their strengths and weaknesses. Being able to recognise areas that need further development is the key to success. On the other hand, little confidence prevents students from building on strengths they already possess.

Fear of failure Failure phobia is responsible for many people’s reluctance to set high goals. Teachers should help their students separate

Lack of balance between critical, analytical and creative thinking Critical, analytical and creative thinking are skills that need to

be taught in a classroom. It requires a lot of effort but the results will be rewarding. Unstable family environment Students who encounter serious problems at home find it really hard to concentrate on their school subjects. They usually develop a low-profile and experience a lot of failures. Excessive dependency There are many students who depend on their parents or their sisters and brothers to help them study. They find it extremely hard to manage their time and organise their work. Inability to cope with stress during the exam periods One of the most stressful aspects of school life is taking exams. The way students deal with this special type of anxiety determines how well/poorly

11 they perform on any exam. Proper preparation and positive thinking can alleviate these symptoms. Lack of knowledge regarding the way they should study Unfortunately both parents and teachers expect students to be aware of they way they should study their school lessons. They have to learn though that children are not born with this gift. They need to be shown the way to make studying an enjoyable procedure. Children should study in a comfortable environment protected from interruption and noise. In addition, they should be taught the importance of setting a timetable, have variety in a study programme and seek for teacher guidance when necessary. They should also learn the importance of staying focused on their goals and prioritising their tasks. Learning disabilities Learning disabilities are

conditions that interfere with gaining specific academic skills, such as reading or writing. Learning disorders can hinder a person's ability to concentrate, process or remember information. When these difficulties are recognized early, certain teaching

strategies can help a student overcome the learning disability. Unfortunately, many learning problems may go undiagnosed or may be diagnosed incorrectly as behaviour problems. The frustration and depression that can result from undetected

learning disabilities is a major cause of school failure or dropping out of school Students at risk of school failure need to be identified as early as possible if they are to receive the help they need. Teachers are the ones who can help them stand on their own two feet and become independent learners. What all teachers want is to lead students to success. It is the ultimate goal but we shouldn’t forget that school life involves successes as well as failures. This is why teachers should help their students deal with failure when it comes. We should show them the way to learn from their mistakes instead of being shattered by them. Once we achieve it, we will make them able to use their mistakes and failures as tools that help them learn and grow instead of weapons that sabotage their self-worth. The biggest enemy of students that deprives them from success is exam stress. It causes

panic and blocks their brain. Teachers can really help their students by giving them some really helpful tips that will make them feel more confident. Here are some useful tips. General Exam Stress Tips: ñ Believe in yourself. ñ Don't try to be perfect. ñ Set realistic goals ñ Don't keep things bottled up. ñ Keep things in perspective. ñ Leave plenty of time to revise ñ Develop a timetable ñ Make sure you allow time for fun and relaxation ñ Take short breaks. In a world that celebrates successes and winners, the challenge for teachers is not to attempt to protect students from the inevitability of making mistakes and facing failures but to help them develop a healthy and strong attitude towards these features of life.

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BLOGGING TÈ Â›Ó·È ÙÔ blog Î·È Ò˜ ÌÔÚ› Ó· ¯ÚËÛÈÌÔÔÈËı› ÛÙËÓ ÂÎÌ¿ıËÛË ÌÈ·˜ ͤÓ˘ ÁÏÒÛÛ·˜ E›ÛÙ ¯Ú‹ÛÙ˘ ÙÔ˘ Internet; °ÓˆÚ›˙ÂÙ ÙÈ Â›Ó·È ¤Ó· blog; O¯È ; MËÓ ·ÓËÛ˘¯Â›Ù ‰ÈfiÏÔ˘, ¤¯ÂÙ ÌÂÁ¿ÏË ·Ú¤· ‰ÈfiÙÈ Ù· 2/3 ÙˆÓ ¯ÚËÛÙÒÓ ·ÁÎÔÛÌ›ˆ˜ ‰ÂÓ ¤¯Ô˘Ó ȉ¤· ÙÈ ÛËÌ·›ÓÂÈ blog. ¶Ôχ Û‡ÓÙÔÌ· fï˜ ı· Ì¿ıÔ˘Ó. MÈ· ·Ó·˙‹ÙËÛË ÛÙÔ google ÁÈ· “blog definition” Ì·˜ ¤‰ˆÛ 58.100.000 ÛÂÏ›‰Â˜ Û 0,41 ‰Â˘ÙÂÚfiÏÂÙ· (wow) Î·È Û·˜ ·Ú·ı¤Ùˆ ÌÈ· ·Ô fiϘ: Blog ·Ô ÙÔ Weblog, T· blog Â›Ó·È ÈÛÙÔÛÂÏ›‰Â˜ Ô˘ ·Ó·ÓÂÒÓÔÓÙ·È Ù·ÎÙÈο Û˘Ó‹ıˆ˜ Û ηıËÌÂÚÈÓ‹ ‚¿ÛË. ¶ÂÚȤ¯Ô˘Ó ÏËÚÔÊÔڛ˜ Û¯ÂÙÈΤ˜ Ì ¤Ó· ı¤Ì· Î·È Û˘Ó‹ıˆ˜ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Û·Ó Î·ıËÌÂÚÈÓ¿ ËÌÂÚÔÏfiÁÈ·. HÌÂÚÔÏfiÁÈ· Ô˘ ·ÊÔÚÔ‡Ó ÙËÓ ÚÔÛˆÈ΋ ˙ˆ‹ ‹ Ù· ÂӉȷʤÚÔÓÙ· ÙÔ˘ ÂΉfiÙË ÙÔ˘˜. T· blog ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È Â˘Ú¤ˆ˜ ÁÈ· ÙËÓ ¤ÎÊÚ·ÛË ÔÏÈÙÈÎÒÓ ·fi„ÂˆÓ Î·È ÁÈ· ÎÔÈÓˆÓÈο Û¯fiÏÈ· Î·È ÙÂÏÂ˘Ù·›· fiÙ·Ó ÔÈ ÂÙ·ÈÚ›˜ ·Ó·Î¿Ï˘„·Ó ÙË ‰˘Ó·ÌÈ΋ ÙˆÓ blog , Ù· ¯ÚËÛÈÌÔÔÈÔ‡Ó ÁÈ· Ó· ÎÚ·ÙÔ‡Ó ÂÓËÌÂڈ̤ÓÔ˘˜ ÙÔ˘˜ ÂӉȷÊÂÚfiÌÂÓÔ˘˜ ·ÏÏ¿ Î·È ÁÈ· Ó· ‰ÒÛÔ˘Ó ¤Ó· ‚‹Ì· ¤ÎÊÚ·Û˘ ÛÙÔ˘˜ ÂÚÁ·˙fiÌÂÓÔ˘˜ ‹ ÛÙÔ˘˜ Û˘ÓÂÚÁ¿Ù˜ ÙÔ˘˜. ™ÙËÓ Ú·ÁÌ·ÙÈÎfi-

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ÙËÙ· Ù· blog ÌÔÚÔ‡Ó Ó· Â›Ó·È ÔÙȉ‹ÔÙ ı¤ÏÂÈ Ô ÂΉfiÙ˘ ÙÔ˘˜.” ¶fiıÂÓ fï˜ ÚÔ‹Ïı·Ó Ù· blog; K·Ó›˜ ‰Â ÌÔÚ› Ó· ÂÈ Ì ‚‚·ÈfiÙËÙ·. ¶Èı·Ófiٷٷ Á‡Úˆ ÛÙ· Ù¤ÏË ÙÔ˘ ’90 ·Ô Î¿ÔȘ ÛÂÏ›‰Â˜ Ì ԉËÁ›Â˜ ÂÚÈ‹ÁËÛ˘ ÛÙÔ ‰È·‰›ÎÙ˘Ô, ·ÏÏ¿ ¤ÁÈÓ·Ó È‰È·›ÙÂÚ· ‰ËÌÔÊÈÏ‹ Ù· ÙÂÏÂ˘Ù·›· ÌfiÏȘ ¯ÚfiÓÈ· fiÔ˘ ¯ÈÏÈ¿‰Â˜ ·ÓıÚÒˆÓ ‰ËÌÈÔ˘ÚÁÔ‡Ó ÙÔ ‰ÈÎfi ÙÔ˘˜ blog. E›Ó·È ·‰‡Ó·ÙÔÓ Ó· ˘ÔÏÔÁÈÛÙ› Â·-

ÎÚÈ‚Ò˜ Ô ·ÚÈıÌfi˜ ÙˆÓ blogs, ÌÈ· ˘fiıÂÛË Â›Ó·È ·Ô 30 ¤ˆ˜ 100... ÂηÙÔ̇ÚÈ· !!! O ÔÔÈÔÛ‰‹ÔÙ ÌÔÚ› Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ¤Ó· blog ‹ Î·È ·Ú·¿Óˆ. P›ÍÙ ÌÈ· Ì·ÙÈ¿ ÛÙÔ Bloggers.com, ÌÈ· ·Ô ÙȘ ‰ËÌÔÊÈÏ›˜ Ï·ÙÊfiÚ̘ Î·È ı· ‰Â›Ù ˆ˜ ‰ÂÓ ¯ÚÂÈ¿˙ÔÓÙ·È Î·Ó ÂÍÂȉÈÎÂ˘Ì¤Ó˜ ÁÓÒÛÂȘ ˘ÔÏÔÁÈÛÙÒÓ. H ›‰È·, Ë ÈÛÙÔÛÂÏ›‰· Û·˜ ηıÔ‰ËÁ› ‚‹Ì· – ‚‹Ì·.

EÈÎÔÈÓˆÓ›· Ì ÁÔÓ›˜ ™Â Èfi ·Ó·Ù˘Á̤Ó˜ ËÏÂÎÙÚÔÓÈο ÎÔÈӈӛ˜ (USA, UK) οÔÈÔÈ Î·ıËÁËÙ¤˜ ¯ÚËÛÈÌÔÔÈÔ‡Ó Ù· blogs ˆ˜ ‰›·˘ÏÔ ÂÈÎÔÈÓˆÓ›·˜ Ì ÙÔ˘˜ ÁÔÓ›˜. K˘Ú›ˆ˜ fiÛÔÈ ÂÚÁ¿˙ÔÓÙ·È Ì ÔÏÏ¿ Î·È ÌÂÁ¿Ï· ÙÌ‹Ì·Ù· Î·È ‰ÂÓ ¤¯Ô˘Ó ÙÔÓ ¯ÚfiÓÔ Ó· ÂÈÎÔÈÓˆÓÔ‡Ó Ù·ÎÙÈο Ì fiÏÔ˘˜ ÙÔ˘˜ ÁÔÓ›˜. TÔ blog ÂÈÙÚ¤ÂÈ ÛÙÔÓ Î·ıËÁËÙ‹ Ó· ηٷÁÚ¿ÊÂÈ ÙÔ ÙÈ Û˘Ì‚·›ÓÂÈ ÛÙËÓ Ù¿ÍË Î·È Ó· ÙÔ ÌÔÈÚ¿˙ÂÙ·È Ì fiÛÔ˘˜ ÁÔÓ›˜ ¤¯Ô˘Ó ÚfiÛ‚·ÛË ÛÙÔ ‰È·‰›ÎÙ˘Ô. TÔ blog, ÁÂÓÈο, ‰›ÓÂÈ ÙËÓ ‰˘Ó·ÙfiÙËÙ· ÛÙÔÓ ·Ó·ÁÓÒÛÙË Ó· ··ÓÙ‹ÛÂÈ, Î·È ¤ÙÛÈ Ë ÂÈÎÔÈÓˆÓ›· ηı›ÛÙ·Ù·È ·ÌÊ›‰ÚÔÌË. EÈÎÔÈÓˆÓ›· ÌÂ Û˘Ó·‰¤ÏÊÔ˘˜ ¶ÔÏÏÔ› ηıËÁËÙ¤˜ ‰ËÌÈÔ˘ÚÁÔ‡Ó blogs ÁÈ· Ó· ·Ó·Ù‡ÍÔ˘Ó ‰È¿ÏÔÁÔ ÌÂ Û˘Ó·‰¤ÏÊÔ˘˜, ÁÈ· Ó· ·ÓÙ·ÏÏ¿ÍÔ˘Ó È‰¤Â˜, Ó· ÁÎÚÈÓÈ¿ÍÔ˘Ó, Ó· ÌÔÈÚ·ÛÙÔ‡Ó ÙËÓ ‰Ô˘ÏÂÈ¿ ÙÔ˘˜, fiÙÈ Û·˜ ÂÚ¿ÛÂÈ ·’ÙÔ Ì˘·Ïfi.

E›‰ÂÈÍË Ù˘ ‰Ô˘ÏÂÈ¿˜ ÙˆÓ Ì·ıËÙÒÓ T· blogs ÌÔÚÔ‡Ó Ó· ¯ÚËÛÈÌÔÔÈËıÔ‡Ó ˆ˜ Ï·ÙÊfiÚÌ· Â›‰ÂÈ͢ Ù˘ ‰Ô˘ÏÂÈ¿˜ ÙˆÓ Ì·ıËÙÒÓ Ì·˜, ‰Â›¯ÓÔÓÙ·˜ Ù· ·ÔÙÂϤÛÌ·Ù· Ì·˜ Û ¤Ó· Ôχ ¢ڇÙÂÚÔ ÎÔÈÓfi. K·È, Ê˘ÛÈο, ÁÈ·Ù› Ó· ÌËÓ Î·Ù¢ı˘ÓıÔ‡Ó Î·È ÔÈ Ì·ıËÙ¤˜ ÚÔ˜ ·˘Ù‹Ó ÙËÓ Î·Ù‡ı˘ÓÛË; TÔ blogging ··ÈÙ› ÂÊ·ÚÌÔÁ‹ ÙˆÓ fiÛˆÓ ¤¯Ô˘Ó Ì¿ıÂÈ Ì ˙ˆÓÙ·Ófi ÎÔÈÓfi, ÂÓÒ ·Ú¿ÏÏËÏ· ÔÈ Ì·ıËÙ¤˜ ¤¯Ô˘Ó ÙËÓ ‰˘Ó·ÙfiÙËÙ· Ó· Ï¿‚Ô˘Ó ·ÓÙ·fiÎÚÈÛË Î·È Û¯ÔÏÈ·ÛÌfi ·Ô ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ Î·È ÙÔ˘˜ ηıËÁËÙ¤˜ ÙÔ˘˜. TÔ Classroom Blogging Â›Ó·È ¤Ó· Û¯ÂÙÈο Ó¤Ô Ê·ÈÓfiÌÂÓÔ ÛÙȘ H¶A Î·È ÔÈ Î·ÓfiÓ˜ ‰ÂÓ Â›Ó·È ÍÂοı·ÚÔÈ ·ÎfiÌ·. K¿ÔȘ ÂÚÈÔ¯¤˜, fiˆ˜ .¯. Ë ¢˘ÙÈ΋ N¤· YfiÚÎË, ÂÂÍÂÚÁ¿˙ÔÓÙ·È ‹‰Ë Û¯¤‰È· ÁÈ· Ó· Û˘ÌÂÚÈÏ¿‚Ô˘Ó ÙÔ Ì·ıËÙÈÎfi blogging ÛÙÔ curriculum ÙˆÓ ‰ËÌfiÛÈˆÓ Û¯ÔÏ›ˆÓ. ¶ÚfiÛÊ·Ù· ÔÚÁ·ÓÒıËΠ·Ô ÙȘ ÙÔÈΤ˜ ·Ú¯¤˜ Ù˘ ¢˘ÙÈ΋˜ N¤·˜ YfiÚ΢ ‰ÈËÌÂÚ›‰· Ì ÚÔÛÎÂÎÏË̤ÓÔ˘˜ 49 ‰È¢ı˘ÓÙ¤˜ ÙÔÈÎÒÓ Û¯Ô™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 16

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Ethical guidelines released for English language teachers A draft code of ethics for the ELT profession was published online by the Tesol Law Journal partly in response to a wave of recent bad publicity about the conduct of teachers in Korea. TESOL Law began five years ago by two attorneys and quickly became a success. The code, sets out the responsibilities and legal obligations English teachers, as well as ELT publishers and webmasters, should have towards the students, fellow teachers and the profession at large Chapter I 1. The foreign language/second language teachers responsibilities to the students in his/her care are as follows:1.1 The foreign language/second language teacher shall give foremost consideration to the students' well being. 1.2 The foreign language/second language teacher shall direct his/her whole professional effort to assist the students to develop his/her second language speaking ability. 1.3 The foreign language/second language teacher shall foster in his/her students, honesty, integrity, and consideration for others and shall do nothing, by precept or example, to discredit these qualities. 1.4 The foreign language/second language teacher shall act, and shall be seen to act, with justice and fairness. 1.5 The foreign language/second language teacher shall exercise authority in accordance with the law of the land and with evolving concepts of the students' needs and rights. 1.6 The foreign language/second language teacher shall recognize that each student is an individual and that students can differ in what is required for the promotion of their education. 1.7 The foreign language/second language teacher shall recognize an obligation to assist all students under his/her charge to develop their talents to the fullest extent feasible. 1.8 The foreign language/second language teacher shall recognize that he/she should work with native and nonnative co-workers to promote the welfare of students, particularly by consulting and involving parents, whenever this is desirable. 1.9 The foreign language/second language teacher shall make reasonable efforts to protect the students from conditions harmful to learning or to health and safety. 1.10 The foreign language/second language teacher shall not intentionally expose the students to embarrassment or disparagement. 1.11 The foreign language/second language teacher shall not use professional relationships with students for private advantage. 1.12 The foreign language/second language teacher shall not disclose information about students obtained in the course of professional service unless such disclosure serves a compelling professional purpose or is required by law. Chapter 2 2. The foreign language/second language teacher's responsibilities to his colleagues and the Teaching Profession are as follows:2.1 The foreign language/second language teacher shall respect the professional standing and opinions of his/her colleagues and shall maintain in his/her relations with them the

highest standards of professional courtesy. 2.2 The foreign language/second language teacher shall be prepared to help in all possible ways junior colleagues and those in training. 2.3 The foreign language/second language teacher shall accept the authority of senior professional colleagues while retaining the right to express professional opinion. 2.4 The foreign language/second language teacher shall recognize his/her obligation to advance the causes of education and hence the causes of the teaching profession. 2.5 The foreign language/second language teacher shall recognize his/her obligation to improve his effectiveness as a foreign language/second language teacher in every possible way. 2.6 The foreign language/second language teacher shall recognize his responsibility for his/her own actions and judgments and he shall be prepared to stand by their consequences. 2.7 The foreign language/second language teacher shall recognize his/her duty to manifest responsibility, individual initiative, and integrity in his/her teaching and other professional actions within guidelines laid down for the profession. 2.8 The foreign language/second language

language teacher shall have the right to protest against instructions. 2.14 Senior professional colleagues shall give a foreign language/second language teacher all support and help that is in their power to make the foreign language/second language teacher's work effective, consult and inform him on matters affecting his work and treat him/her with justice and dignity. Chapter 3 3. The foreign language/second language teachers Responsibilities to the Parents of his students and to the Community. 3.1 The foreign language/second language teacher shall recognize the right of a parent to consult him/her, through proper channels, on their child's welfare. The foreign language/second language teacher shall recognize the right of a parent to be consulted about any matter which concerns the future development of his/her child. 3.2 The foreign language/second language teacher shall do nothing to undermine lawful parental authority, but shall be prepared to give advice which, in his/her professional view, is in the best interest of the students. 3.3 The foreign language/second language

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teacher shall act within the community in a manner which enhances the prestige of the profession. Chapter 4 4. Legal obligations of the foreign language/second language teacher 4.1. The foreign language/second language teacher must at all times comply with the Immigration laws of the country he/she is resident in. 4.2. The foreign language/second language teacher must not enter into any activity that contravenes the criminal code of the country he/she is resident in 4.3. The foreign language/second language teacher shall do all in his/her ability to advance his teaching qualifications by way of attending conferences, undertaking on-line Ma' or Certificate program work, or such other training as may be available to the teacher. Chapter 5 5. Webmasters' Ethical Obligations 5.1. All EFL ESL job postings must clearly state:i) that the job complies with the laws of the sojourn country ii) that the Webmaster has taken all reasonable steps to confirm the advertisement is genuine. iii) that all posts by Recruiters must state the Recruiter's license(s) number(s) and registered address 5.2. That Forums and Chat boards will:i) not allow defamatory matter or harmful innuendo ii) shall be moderated for appropriate content Chapter 6 6. Publishers' Ethical Obligations 6.1. Publishers of EFL/ESL materials shall:i) take all steps to ensure the material is of a high standard ii) take all steps to provide the EFL/ESL profession with reasonable prices and discounted materials iii) not publish any material that is in copyright by another author or company The draft was posted at http://www.tesollaw.com/codeofethics.php .

teacher shall not knowingly make a false statement concerning the qualifications and competence when applying for a position. 2.9 The foreign language/second language teacher shall not accept gratuity, gift, or favor that might impair or appear to influence professional decisions or actions. 2.10 The foreign language/second language teacher shall do all in her/his power and abilities to promote the ethics affecting foreign language/second language teachers. 2.11 Senior professional foreign language/second language teachers shall not censure other foreign language/second language teachers or criticize their work in the hearing of students. 2.12 A foreign language/second language teacher shall not by way of by public statement, bring the profession, his school, or the department in which he works into disrepute. 2.13 The foreign language/second language teacher shall appreciate that, while as a professional person he must accept responsibility for his/her actions, his/her duty shall be to carry out reasonable instructions from senior native and non native professional colleagues. The foreign language/second

SPOTLIGHT ON EXPRESS SUCCESS ability to adapt. They chose Express, no stranger to Russian teachers. Over the last five years or so, Express Publishing and their Russian partners have met with great success across the vast federation. It seems that Russian teachers were ready for the Express style of teaching, highly communicative in its approach, and so different from what they were used to. The first tangible sign of

success came when several titles were approved by the Bashkirian Ministry of Education for use in state schools, the first non-Russian publishing company to achieve this recognition. At a dinner held earlier this month Alexander Kondakov, head of Prosveshcheniye and a former minister of education, toasted to the future of the new series and handed out formal letters of thanks and recognition to the Express team involved in its production and promotion.

Russian and Express authors and editors of the ‘Spotlight’ series.

Mr Kondakov presents official letters of thanks to the Express Publishing team.

™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1

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ŸÏÁ· °. °ÂÚÈÙÛ›‰Ô˘ 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 [email protected] «¶Ò˜ Ú¤ÂÈ Ó· ·ÓÙÈÌÂÙˆ›˙Ô˘Ì ÙÔ ı¤Ì· ÙˆÓ ·ÓÂÏÏËÓ›ˆÓ ÂÍÂÙ¿ÛÂˆÓ ÁÈ· ÙËÓ ÂÈÛ·ÁˆÁ‹ ÛÙËÓ ÙÚÈÙÔ‚¿ıÌÈ· ÂÎ·›‰Â˘ÛË». °ÔÓ›˜ ·fi ÙÔ •˘ÏfiηÛÙÚÔ ™˘Ó¤¯ÂÈ· ·fi ÙÔ ÚÔËÁÔ‡ÌÂÓÔ

E›Ó·È ··Ú·›ÙËÙÔ ÛÙÔ Ù¤ÏÔ˜ οı ‰È·‰Èηۛ·˜, ·Û¯¤Ùˆ˜ Ì ÙÔ ·ÔÙ¤ÏÂÛÌ· ÛÙÔ ÔÔ›Ô ·˘Ù‹ ηٷϋÁÂÈ, Ó· οÓÔ˘Ì ¤Ó·Ó ÁÂÓÈÎfi ·ÔÏÔÁÈÛÌfi , ÒÛÙ ӷ ÌÔÚԇ̠ӷ ¤¯Ô˘Ì ̛· Ï‹ÚË ÂÈÎfiÓ· ÙˆÓ ÂÌÏÂÎÔÌ¤ÓˆÓ ·Ú·Ì¤ÙÚˆÓ Î·È ÌÂÙ·‚ÏËÙÒÓ ÔÈ Ôԛ˜ ηÙˇı˘Ó·Ó ÙȘ ÎÈÓ‹ÛÂȘ Ì·˜ Î·È Û ·ÏÏËÏÂ›‰Ú·ÛË Ì ·˘Ù¤˜, ¢ı‡ÓÔÓÙ·È ÁÈ· ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ·ÔÙ¤ÏÂÛÌ·. £· Ú¤ÂÈ Ó· ¤¯Ô˘Ì ˘’ fi„Ë Ì·˜ fiÙÈ ·˘Ù‹ Ë ·ÔÏÔÁÈÛÙÈ΋ ‰È·‰Èηۛ·, ·Ó Î·È ÂÓ‰¤¯ÂÙ·È Ó· ÂÓ¤¯ÂÈ ·ÚÎÂÙ¿ ˘„ËÏfi Û˘Ó·ÈÛıËÌ·ÙÈÎfi ÎfiÛÙÔ˜, Â›Ó·È ÚˆÙ·Ú¯È΋˜ ÛËÌ·Û›·˜ ÁÈ· Ó· ÌÔÚ¤ÛÔ˘Ì ӷ ÂÎÌÂÙ·ÏÏ¢Ùԇ̠ۈÛÙ¿ ÙËÓ ÁÓÒÛË Î·È ÙËÓ ÂÌÂÈÚ›· Ô˘ ·ÔÎÙ‹Û·ÌÂ Î·È Ó· ÙËÓ ÌÂÙ·ÙÚ¤„Ô˘Ì Û ¤Ó· ·ÓÂÎÙ›ÌËÙÔ ÂÂÓ‰˘ÙÈÎfi ÎÂÊ¿Ï·ÈÔ ÁÈ· ÙÔÓ ÛˆÛÙfiÙÂÚÔ ÚÔÁÚ·ÌÌ·ÙÈÛÌfi ÙˆÓ ÌÂÏÏÔÓÙÈÎÒÓ ÂÈÏÔÁÒÓ Ì·˜. EȉÈÎfiÙÂÚ· ·˘Ùfi ÈÛ¯‡ÂÈ ÛÙËÓ ÂÚ›ÙˆÛË ÙˆÓ ·ÓÂÏÏËÓ›ˆÓ ÂÍÂÙ¿ÛÂˆÓ Ë ÔÔ›· ·ÔÙÂÏ› ÙËÓ ÂÈÙÔÌ‹ ÙˆÓ ÚÔ-

ÎÏ‹ÛÂˆÓ Î·È ˘ÂÚ‚¿ÛÂˆÓ Ô˘ ηÏÂ›Ù·È Ó· οÓÂÈ ¤Ó·˜ ÁÔÓ¤·˜, ηıÒ˜ ··ÈÙÂ›Ù·È ·fi ·˘ÙfiÓ Ó· ·ÍÈÔÏÔÁ‹ÛÂÈ Î·È Ó· ÈÂÚ·Ú¯‹ÛÂÈ ÙÈ Â›Ó·È ·˘Ùfi Ô˘ ¤¯ÂÈ ÌÂÁ·Ï‡ÙÂÚË ÛËÌ·ÓÙÈÎfiÙËÙ·, ‚·Ú‡ÙËÙ· Î·È ÚÔÙÂÚ·ÈfiÙËÙ· ÛÙËÓ ˙ˆ‹ ÙÔ˘. H Ô˘ÛÈ·ÛÙÈ΋ ·Í›· Î·È ÙÔ Ú·ÁÌ·ÙÈÎfi ·ÚÔ˜ ÙÔ˘ ÂÎ·È‰Â˘ÙÈÎÔ‡ Û˘ÛÙ‹Ì·ÙÔ˜, ÔÈ ȤÛÂȘ Ô˘ ·ÛÎÔ‡ÓÙ·È ÙfiÛÔ ·fi ÙÔ ÛÙÂÓfiÙÂÚÔ fiÛÔ Î·È ·fi ÙÔ Â˘Ú‡ÙÂÚÔ ÎÔÈÓˆÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ (̤ۈ ÙÔ˘ ·ÂÈÏËÙÈÎÔ‡ ·Ô‹¯Ô˘ Ù˘ ηٷÍȈÙÈ΋˜ ‹ ··ÍȈÙÈ΋˜ ‰‡Ó·Ì˘ Ù˘ ‘ÎÔÈÓ‹˜ ÁÓÒÌ˘’), ÙÔ Ì¤ÁÂıÔ˜ Î·È Ë ¤ÓÙ·ÛË ÙˆÓ ÚÔÛˆÈÎÒÓ ÚÔÛ‰ÔÎÈÒÓ ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ÁÔÓ¤· ÙfiÛÔ ÁÈ· ÙÔ ·È‰› ÙÔ˘ fiÛÔ Î·È ÁÈ· ÙÔÓ ›‰ÈÔ, ÔÈ ÂÎÊÔ‚ÈÛÙÈΤ˜ ÚÔÔÙÈΤ˜ Ù˘ Â·ÁÁÂÏÌ·ÙÈ΋˜ / ÎÔÈÓˆÓÈÎÔ-ÔÈÎÔÓÔÌÈ΋˜ ÂÈ‚›ˆÛ˘, ·Ó¿Ù˘Í˘ Î·È ÚÔÒıËÛ˘ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘, ÔÈ ÔÈÎÔÓÔÌÈΤ˜ ‰ÂÛ̇ÛÂȘ Ô˘ ÂÓ¤¯ÔÓÙ·È, Î·È Û·Ê¤Ûٷٷ Ë ·ÎÂÚ·ÈfiÙËÙ· Î·È ‰È·ÛÊ¿ÏÈÛË fi¯È ÌfiÓÔ Ù˘ ÎÔÈÓˆÓÈ΋˜ ·ÏÏ¿ ΢ڛˆ˜ Ù˘ ˘·ÚÍȷ΋˜ ÔÓÙfiÙËÙ·˜ ÙÔ˘ ›‰ÈÔ˘ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘ ·ÔÙÂÏÔ‡Ó ÙÔ˘˜ ‚·ÛÈÎÔ‡˜ ·Ú¿ÁÔÓÙ˜ Ô˘ Ú¤ÂÈ Ó· ÂÍÂÙ·ÛıÔ‡Ó, Ó· ÂÎÙÈÌËıÔ‡Ó Î·È Ó· ·ÍÈÔÏÔÁËıÔ‡Ó.

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. E›Ó·È Ôχ Èı·Ófi ÛÙËÓ fiÏË ‰È·‰Èηۛ· ÙÔ˘ ·Ó·ÏÔÁÈÛÌÔ‡, ÙÔ˘ ·ÔÏÔÁÈÛÌÔ‡ Î·È Ù˘ ÂÓ‰ÔÛÎfiËÛ˘ Ô ÁÔÓ¤·˜ Ó· Û˘ÓÂȉËÙÔÔÈ‹ÛÂÈ fiÙÈ ÔÈ ·Ú·¿Óˆ ‰È·ÛÙ¿ÛÂȘ Ù˘ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜ ÙÔ˘ Â·ÁÁÂÏÌ·ÙÈÎÔ‡ ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Î·È ·ÔηٿÛÙ·Û˘ ÙÔ˘ ·È‰ÈÔ‡ ÙÔ˘ Ó· ÌËÓ Â›Ó·È fiϘ ÚÔ˜ ÙËÓ ›‰È· ηÙ‡ı˘ÓÛË Î·È ·ÓÙ› Ó· Û˘ÓÂÚÁ¿-

¶·ÓÂÈÛÙ‹ÌÈÔ ÕÁ΢ڷ˜ K¤ÓÙÚÔ °ÏˆÛÛÒÓ TÖMER A¶ONOMH ¢I¶§øMATøN TÔ ¶·ÓÂÈÛÙ‹ÌÈÔ ÕÁ΢ڷ˜ (K¤ÓÙÚÔ ÔÈ Ù˘ TÔ˘ÚÎÈ΋˜ ¶ÚÂۂ›·˜, Î·È ·Ú¢°ÏˆÛÛÒÓ Tömer) Î·È ÙÔ EÏÏËÓÔÙÔ˘ÚÎÈÎfi Ú¤ıËÛ·Ó ÔÈ ÂÈÙ˘¯fiÓÙ˜, ηıËÁËÙ¤˜ Ù˘ K¤ÓÙÚÔ ÙÔ ™¿‚‚·ÙÔ 30/09/2006 ¤Î·Ó·Ó ÙËÓ TÔ˘ÚÎÈ΋˜ ÁÏÒÛÛ·˜, Ê›ÏÔÈ Î·È Û˘ÓÂÚÁ¿·ÔÓÔÌ‹ ÙˆÓ ‰ÈÏˆÌ¿ÙˆÓ ÁÈ· ÙËÓ TÔ˘ÚÎÈ- Ù˜. MÂÙ¿ ÙËÓ ·ÔÓÔÌ‹ ·ÎÔÏÔ‡ıËÛ ÂÏÏË΋ ¶ÈÛÙÔÔ›ËÛË. OÈ ÂÍÂÙ¿ÛÂȘ‰fiıËÎ·Ó ÓÔÙÔ˘ÚÎÈÎfi ÁϤÓÙÈ. H ÙÂÏÂÙ‹ ·ÔÓÔÌ‹˜ ¤ÁÈ· ÚÒÙË ÊÔÚ¿ ÛÙËÓ EÏÏ¿‰· ÙÔÓ IÔ‡ÓÈÔ ÁÈÓ ÛÙËÓ ¤‰Ú· ÙÔ˘ EÏÏËÓÔÙÔ˘ÚÎÈÎÔ‡ ΤÙÔ˘ 2006 Ì ÚˆÙÔ‚Ô˘Ï›·ÙÔ˘ EÏÏËÓÔÙÔ˘Ú- ÓÙÚÔ˘ ÛÙËÓAı‹Ó· - §fiÓÙÔ˘ 8 Î·È ™fiψÓÔ˜ ÎÈÎÔ‡ K¤ÓÙÚÔ˘ T›Ó· ZˆÁÔÔ‡ÏÔ˘, ÙÔ Ô- 116, ÙËÏ.210 3803193, 2103816559, e-mail: Ô›Ô ·ÓÙÈÚÔÛˆ‡ÂÈ ÙÔ K¤ÓÙÚÔ °ÏˆÛÛÒÓ [email protected] Tömer ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Ù˘ ÕÁ΢ڷ˜ ÛÙËÓ EÏÏ¿‰·. OÈ ÂÍÂÙ¿ÛÂȘ, ÛÙȘ Ôԛ˜ Û˘ÌÌÂÙ¤Û¯·Ó 100 ÂÚ›Ô˘ ˘Ô„‹ÊÈÔÈ ·fi fiÏË ÙËÓ EÏÏ¿‰·,ηıÈÂÚÒıËÎ·Ó Î·È ı· ‰ÈÂÍ¿ÁÔÓÙ·È 2 ÊÔÚ¤˜ ÙÔ ¯ÚfiÓÔ, οı ¢ÂΤ̂ÚÈÔ Î·È IÔ‡ÓÈÔ, ·fi ÂÍÂÙ·ÛÙÈ΋ ÂÈÙÚÔ‹ ηıËÁËÙÒÓ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ Ù˘ ÕÁ΢ڷ˜.T· Â›‰· ÈÛÙÔÔ›ËÛ˘, ·fiÏ˘Ù· ¢ı˘ÁÚ·ÌÌÈṲ̂ӷ Î·È Û‡Ìʈӷ Ì ٷ ÔÚÈ˙fiÌÂÓ· ÛÙÔ European Portfolio, ›ӷÈ: B·ÛÈÎfi O Û‡Ì‚Ô˘ÏÔ˜ Ù˘ TÔ˘ÚÎÈ΋˜ ¶ÚÂۂ›·˜ ERGIN SONAR, ¯·ÈÚÂÙ›˙ÔÓÙ·˜ ıÂÚÌ¿ ÙËÓ ÚˆÙÔ‚Ô˘Ï›· Ù˘ η˜ T›Ó·˜ (Temel), M¤ÛÔ (Orta) Î·È AÓÒÙÂZˆÁÔÔ‡ÏÔ˘, ·ÚÔ˘Û›·ÛÂ Î·È ·Ó¤Ï˘Û ÙȘ ÚÔÔÙÈΤ˜ ÚÔ (Y¸ksek). Û˘ÓÂÚÁ·Û›·˜ EÏÏ¿‰·˜ - TÔ˘ÚΛ·˜ Û ÂÌÔÚÈÎfi TËÓ ·ÔÓÔÌ‹ ¤Î·Ó·Ó ÂÎÚfiÛˆÎ·È ÔÏÈÙÈÛÙÈÎfi Â›‰Ô

˙ÔÓÙ·È ·ÚÌÔÓÈο ÁÈ· ÙËÓ Â›Ù¢ÍË ÙÔ˘ ‚ÂÏÙ›ÛÙÔ˘ ·ÔÙÂϤÛÌ·ÙÔ˜ Ó· ·ÏÏËÏÔÛ˘ÁÎÚÔ‡ÔÓÙ·È Î·È Ó· ÂÌÔ‰›˙Ô˘Ó ‹ ·ÎfiÌ· Î·È Ó· ·Î˘ÚÒÓÔ˘Ó Ë Ì›· ÙËÓ ¿ÏÏË. A˘Ùfi Â›Ó·È ·˘Ù·fi‰ÂÈÎÙÔ ÛÙËÓ ÂÚ›ÙˆÛË Ô˘ Ù· ·ÔÙÂϤÛÌ·Ù· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ‰ÂÓ Ù·˘Ù›˙ÔÓÙ·È ·Ôχو˜ Ì ÙȘ ÊÈÏÔ‰Ô͛˜ Î·È ÙȘ ÚÔÛ‰Ô˘ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Î·È Î˘Ú›ˆ˜ Ì ·˘Ù¤˜ ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ˘Ô„ËÊ›Ô˘. K·È Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ Î·È ÙȘ ÂÚÈÙÒÛÂȘ ÂÈÙ˘¯›·˜ Û ηÙ¢ı‡ÓÛÂȘ Ô˘ ‰ÂÓ Â›Ó·È ÔÈ ÂÈı˘ÌËÙ¤˜ ÁÈ· ÙÔÓ ˘Ô„‹ÊÈÔ ÊÔÈÙËÙ‹ Î·È ‰ÂÓ ÂÎÏ·Ì‚¿ÓÔÓÙ·È ˆ˜ ÙÔÈÔ‡Ù˜ ·fi ·˘ÙfiÓ. E›Ó·È Û ·˘Ù‹ ÙËÓ Û˘ÁÎÂÎÚÈ̤ÓË ÂÚ›ÙˆÛË Ô˘ Ë ÔÈÎÔÁ¤ÓÂÈ·, ÚˆÙÔÛÙ·ÙÔ‡ÓÙÔ˜ ÙÔ˘ ÁÔÓ¤ˆ˜, ¯ÚÂÈ¿˙ÂÙ·È Ó· Â·ÓÂÍÂÙ¿ÛÂÈ ÂÍÔÓ˘¯ÈÛÙÈο ÙÔ fiÏÔ ı¤Ì· Ú›Ó ÚԂ› Û ÔÔÈ·‰‹ÔÙ ηıÔÚÈÛÙÈ΋ ÁÈ· ÙÔ Ì¤ÏÏÔÓ ÂÓ¤ÚÁÂÈ·. K·ıÒ˜ Ù›ÔÙ ‰ÂÓ Û˘Ì‚·›ÓÂÈ ¿ÛÎÔ· Î·È Ù˘¯·›· ÛÙËÓ ˙ˆ‹ Ì·˜ Î·Ù·Ï˘ÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÁÈ· Ó· ÌÔÚ¤ÛÂÈ Ë fiÏË ‰È·‰Èηۛ· Ó· ¤¯ÂÈ ıÂÙÈο ·ÔÙÂϤÛÌ·Ù·, Â›Ó·È Ë ÁÂÓÈ΋ ·ÓÙÈÌÂÙÒÈÛË ÙÔ˘ fiÏÔ˘ ı¤Ì·ÙÔ˜ ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ Ó· ÂÎÏËÊı› ˆ˜ ‰ËÌÈÔ˘ÚÁÈÎfi ÂÚ¤ıÈÛÌ· ÁÈ· ÚÔÛˆÈ-

Τ˜ Î·È ‰È·ÚÔÛˆÈΤ˜ ‰ÈÂÚÁ·Û›Â˜ ̤۷ ÛÙËÓ ÔÈÎÔÁÂÓÂȷ΋ ÔÌ¿‰·, ηıÒ˜ Â›Û˘ Î·È ÁÈ· Â·ÓÂͤٷÛË Î·È ·Ó·ÛÎfiËÛË Ù˘ fiÏ˘ ÔÈÎÔÁÂÓÂȷ΋˜ ηÙ‡ı˘ÓÛ˘, ÚÔÛ·Ó·ÙÔÏÈÛÌÔ‡ Î·È ÔÚ›·˜. E›Û˘ ÛËÌ·ÓÙÈÎfi˜ Î·Ù·Ï˘ÙÈÎfi˜ ·Ú¿ÁÔÓÙ·˜ ÛÙËÓ fiÏË ‰È·‰Èηۛ· Â›Ó·È Ë ÂÔ›ıËÛË fiÙÈ ÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ·ÔÙ¤ÏÂÛÌ· ‰ÂÓ Â›Ó·È ÌÔÈÚ·›Ô Î·È ÙÂÙÂÏÂṲ̂ÓÔ, ·ÏÏ¿ ÌfiÓÔ ÂÓ‰ÂÈÎÙÈÎfi Î·È ÂÔ˘ÛÈ҉˜. ¢ÂÓ ˘¿Ú¯ÂÈ Ù›ÔÙ ÙÔ ·ÂÈÏËÙÈο ÛËÌ·ÓÙÈÎfi Û ·˘Ùfi Î·È Â¿Ó ÂÍÂÙ·ÛıÔ‡Ó ÛˆÛÙ¿ ÔÈ „˘¯ÔÎÔÈÓˆÓÈÎÔ› ·Ú¿ÁÔÓÙ˜ Ô˘ ÚԷӷʤÚıËÎ·Ó ı· ·Ô‰Âȯı› fiÙÈ ‹Ù·Ó Ï‹Úˆ˜ ÚԂϤ„ÈÌÔ Î·È Û˘ÓÂÒ˜ ÂÏÂÁ¯fiÌÂÓÔ. ¶Ú¿ÁÌ· ÙÔ ÔÔ›Ô ÛËÌ·›ÓÂÈ fiÙÈ fi¯È ÌfiÓÔ Â›Ó·È ·Ó·ÛÙÚ¤„ÈÌÔ ·ÏÏ¿ fiÙÈ Ô ¤ÏÂÁ¯Ô˜ ÁÈ· ÔÔÈ·‰‹ÔÙ ÂÎ·È‰Â˘ÙÈ΋ Î·È Â·ÁÁÂÏÌ·ÙÈ΋ ÂͤÏÈÍË ÙÔ˘ ˘Ô„ËÊ›Ô˘ ‹Ù·Ó Î·È Â›Ó·È ÛÙÔÓ ·fiÏ˘ÙÔ ¤ÏÂÁ¯Ô ÙÔ˘ ȉ›Ô˘ ÙÔ˘ ˘Ô„ËÊ›Ô˘ ÊÔÈÙËÙÔ‡ Î·È Ù˘ ÔÈÎÔÁÂÓ›·˜ ÙÔ˘ ·Û¯¤Ùˆ˜ ÙÔ˘ ÎÔÈÓˆÓÈÎÔ‡ Ï·ÈÛ›Ô˘, Î·È ÙˆÓ ıÂÛÌÈÎÒÓ ‹ ÏÂÈÙÔ˘ÚÁÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ Ë ÛËÌ·ÓÙÈÎfiÙËÙ· ÙˆÓ ÔÔ›ˆÓ ‰ÈÔÁÎÒÓÂÙ·È ¤Ú·Ó Ù˘ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜ Î·È Ï·Ì‚¿ÓÂÈ ÂÎÊÔ‚ÈÛÙÈΤ˜, ·Ú·Ï·ÓËÙÈΤ˜ Î·È ·Ôı·ÚÚ˘ÓÙÈΤ˜ ‰È·ÛÙ¿ÛÂȘ. °È· ÔÔÈÂÛ‰‹ÔÙ ÂÚ·ÈÙ¤Úˆ ÂÚˆÙ‹ÛÂȘ ‹ Û¯fiÏÈ·, ÂÈÎÔÈÓˆÓ‹ÛÙ ̤ۈ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ [email protected]

MÂÁ¿Ï˜ ·ÏÏ·Á¤˜ ÛÙÔ K¶° ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1

ÈÛÙˆı› Ë ÔÌ·Ï‹ ‰ÈÂÍ·ÁˆÁ‹ ÙÔ˘˜, Ó· ÂÊ·ÚÌÔÛÙ› Ì ÙËÓ ÚÔÔÙÈ΋ Ù˘ ÚÔÛı‹Î˘ ÙˆÓ Ó¤ˆÓ ÂÈ¤‰ˆÓ. ñ TÔÓ M·›Ô ÙÔ˘ 2007, ı· ÍÂÎÈÓ‹ÛÂÈ ÙÔ Â›Â‰Ô B1, ÔÈ ÚԉȷÁڷʤ˜ ı· ·Ó·ÎÔÈÓˆıÔ‡Ó ÙÔÓ ÚÔÛ¯‹ ¢ÂΤ̂ÚÈÔ. ñ OÈ ÚÔÊÔÚÈΤ˜ Î·È ÔÈ ÁÚ·Ù¤˜ ÂÍÂÙ¿ÛÂȘ ‰ÂÓ ‰ÈÂÓÂÚÁÔ‡ÓÙ·È È· ÙËÓ ›‰È· Ë̤ڷ, ·ÏÏ¿ Û ‰‡Ô Ê¿ÛÂȘ. K·È ·˘Ùfi ÁÈ· Ó· ·ÔʇÁÂÙ·È Ë ÎfiˆÛË ÙˆÓ ˘Ô„ËÊ›ˆÓ ·Ô ÙËÓ Ì·ÎÚ¿ ‰È¿ÚÎÂÈ· ÙˆÓ ÂÍÂÙ¿ÛˆÓ. ñ OÈ ÂÍÂÙ·ÛÙ¤˜ ÚÔÊÔÚÈÎÒÓ ÂÓËÌÂÚÒÓÔÓÙ·È ϤÔÓ ÂÁη›Úˆ˜, ¤ÙÛÈ ÒÛÙ ӷ ÚÔÁÚ·ÌÌ·Ù›˙ÔÓÙ·È Î·È Ó· ÚÔÂÙÔÈÌ¿˙ÔÓÙ·È ÂÁη›Úˆ˜. ñ ™Â ·ÔÌ·ÎÚ˘Ṳ̂Ó˜ ‹ ‰˘ÛÚfiÛÈÙ˜ ÂÚÈÔ¯¤˜ ·ÔÛÙ¤ÏÏÂÙ·È ÂÍÂÙ·ÛÙ‹˜ ·ÎfiÌ· Î·È ÁÈ· ¤Ó·Ó ÌÂÌÔӈ̤ÓÔ ˘Ô„‹ÊÈÔ. ¶ÚfiÎÂÈÙ·È ÁÈ· ¤Ó· ̤ÙÚÔ Ô˘, ·Ú¿ ÙÔ ˘„ËÏfi ÙÔ˘ ÎfiÛÙÔ˜, Ë ¶ÔÏÈÙÈ΋ ËÁÂÛ›· ÙÔ˘ Y¶E¶£ ‰¤¯ÙËΠ·ÓÂÈʇϷÎÙ·, ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰È¢ÎÔÏ˘ÓıÔ‡Ó ÔÈ ˘Ô„‹ÊÈÔÈ Î·È ÔÈ Û˘ÓÔ‰Ô› ÙÔ˘˜. ñ M ÙÔ Ó¤Ô ÔÈÎÔÓÔÌÈÎfi ¤ÙÔ˜ Ë ·ÚÌfi‰È· ˘ËÚÂÛ›· ÚÔÙ›ıÂÙ·È Ó· ÚÔÙ›ÓÂÈ ÙÔÓ Â·Ó·Î·ıÔÚÈÛÌfi Ù˘ ·ÌÔÈ‚‹˜ ÙˆÓ ÂÍÂÙ·ÛÙÒÓ ÚÔÊÔÚÈÎÒÓ. ñ ™‡Ìʈӷ Ì ÙËÓ Ó¤·, ÙÚÔÔÔÈË̤ÓË ‰È¿Ù·ÍË Ô˘ ·ÊÔÚ¿ ÙÔÓ ÙÚfiÔ ÂͤٷÛ˘ ÙˆÓ

AÙfiÌˆÓ M EȉÈΤ˜ AÓ¿ÁΘ (AMEA), ·Ú¤¯ÂÙ·È ϤÔÓ Ë ‰˘Ó·ÙfiÙËÙ· Û ¿ÙÔÌ· Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó ÚÔ‚Ï‹Ì·Ù· ˘Á›·˜ Ó· ··ÏÏ·ÁÔ‡Ó ·Ô ÙËÓ ÂͤٷÛË Û ÌÈ· ‹ Î·È ÂÚÈÛÛfiÙÂÚ˜ ÂÓfiÙËÙ˜, Î·È Ó· ÈÛÙÔÔÈËıÔ‡Ó ÌfiÓÔ Û ·˘Ù¤˜ ÛÙȘ Ôԛ˜ ÌÔÚÔ‡Ó Ó· ÂÍÂÙ·ÛÙÔ‡Ó. ñ H ÎÂÓÙÚÈ΋ ˘ËÚÂÛ›· ÙÔ˘ K¶° ÂÈı˘Ì› Û·ÊÒ ϤÔÓ Ó· ¤¯ÂÈ ¿ÌÂÛË Â·Ê‹ Ì ٷ K¤ÓÙÚ· •¤ÓˆÓ °ÏˆÛÛÒÓ Î·ıÒ˜ Î·È Ì fiÏÔ˘˜ ÙÔ˘˜ ÂÌÏÂÎfiÌÂÓÔ˘˜ ÊÔÚ›˜ ÛÙËÓ ÂÎÌ¿ıËÛË Í¤ÓˆÓ ÁψÛÛÒÓ ÛÙËÓ ¯ÒÚ· Ì·˜. M¤¯ÚÈ ÙÒÚ· Ë ÂÈÎÔÈÓˆÓ›· Î·È Ë ÂÓË̤ڈÛË ÁÈÓfiÙ·Ó Ì¤Ûˆ ÙˆÓ ¢È¢ı‡ÓÛÂˆÓ B/ıÌÈ·˜ EÎ·›‰Â˘Û˘. ñ M¤¯ÚÈ ÙÒÚ·, ‰ËÌÔÛÈ¢fiÙ·Ó ÛÙËÓ ÈÛÙÔÛÂÏ›‰· ÙÔ˘ YÔ˘ÚÁ›Ԣ ¶·È‰Â›·˜ (www.ypepth.gr) ÌfiÓÔ Ô ›Ó·Î·˜ ÙˆÓ ÂÈÙ˘¯fiÓÙˆÓ Î·È Ô Î¿ı ˘Ô„‹ÊÈÔ˜ ı· ¤ÚÂ ӷ ÂÈÛÎÂÊı› ÙÔ ·ÚÌfi‰ÈÔ ÁÚ·ÊÂ›Ô B/ıÌÈ·˜ ÁÈ· Ó· ÂÓËÌÂÚˆı›. ¶Ï¤ÔÓ (·fi ÙËÓ ÂÍÂÙ·ÛÙÈ΋ ÙÔ˘ NÔÂÌ‚Ú›Ô˘), οı ˘Ô„‹ÊÈÔ˜ ı· ÌÔÚ› Ó· ‰ÂÈ ÙËÓ ‚·ıÌÔÏÔÁ›· ÙÔ˘ ·’¢ı›·˜ ·Ô ÙËÓ ÈÛÙÔÛÂÏ›‰· ÙÔ˘ Y¶E¶£, ÏËÎÙÚÔÏÔÁÒÓÙ·˜ ÙÔÓ Îˆ‰ÈÎfi ÙÔ˘. O Έ‰ÈÎfi˜ ·˘Ùfi˜ ·Ó·ÁÚ¿ÊÂÙ·È ÛÙÔ ·ÙÔÌÈÎfi ‰ÂÏÙ›Ô ÙÔ˘ οı ˘Ô„ËÊ›Ô˘. ñ T¤ÏÔ˜, ·fi ÙÔÓ ÂÚ·Ṳ̂ÓÔ IÔ‡ÓÈÔ, Úfi‰ÚÔ˜ Ù˘ KÂÓÙÚÈ΋˜ EÍÂÙ·ÛÙÈ΋˜ EÈÙÚÔ‹˜ ÁÈ· ÙÔ K¶° Â›Ó·È Ô Î·ıËÁËÙ‹˜ ÙÔ˘ AÚÈÛÙÔÙÂÏ›Ԣ ¶·ÓÂÈÛÙËÌ›Ô˘ £ÂÛÛ·ÏÔӛ΢ Î. AÓÙÒÓ˘ TÛÔ¿ÓÔÁÏÔ˘.

15

H ηٿÛÙ·ÛË ÙˆÓ MME ÛÙËÓ EÏÏ¿‰· H ÛÙÚ·ÙËÁÈ΋ Ù˘ §ÈÛÛ·‚fiÓ·˜ Î·È ÔÈ MME O ÛÙfi¯Ô˜ Ô˘ Ù¤ıËΠ̠ÙË ™ÙÚ·ÙËÁÈ΋ Ù˘ §ÈÛÛ·‚fiÓ·˜, Ó· Á›ÓÂÈ Ë E.E. ¤ˆ˜ ÙÔ 2010, «Ë ·ÓÙ·ÁˆÓÈÛÙÈÎfiÙÂÚË Î·È Ë ‰˘Ó·ÌÈÎfiÙÂÚË ÔÈÎÔÓÔÌ›· Ù˘ ÁÓÒÛ˘ ÛÙÔÓ ÎfiÛÌÔ, ÈηӋ ÁÈ· ‚ÈÒÛÈÌË ÔÈÎÔÓÔÌÈ΋ ·Ó¿Ù˘ÍË Ì ÂÚÈÛÛfiÙÂÚ˜ Î·È Î·Ï‡ÙÂÚ˜ ı¤ÛÂȘ ÂÚÁ·Û›·˜ Î·È Ì ÌÂÁ·Ï‡ÙÂÚË ÎÔÈÓˆÓÈ΋ Û˘ÓÔ¯‹», Ê·›ÓÂÙ·È fiÙÈ ·¤¯ÂÈ Ôχ ·fi ÙÔ Ó· Á›ÓÂÈ Ú·ÁÌ·ÙÈÎfiÙËÙ·. H «§ÈÛÛ·‚fiÓ·» Ù›ÓÂÈ Ó· ·ÔÙÂϤÛÂÈ Û˘ÓÒÓ˘ÌÔ ¯·Ì¤ÓˆÓ ÛÙfi¯ˆÓ Î·È Â˘Î·ÈÚÈÒÓ Î·È Û fiÏË ÙËÓ E.E. Á›ÓÔÓÙ·È ÚÔÛ¿ıÂȘ Ó· ÂÓÙÔÈÛıÔ‡Ó Ì ·ÎÚ›‚ÂÈ· Ù· ·›ÙÈ· Ù˘ ·ÔÙ˘¯›·˜, ÒÛÙ ÁÚ‹ÁÔÚ· Ó· Á›ÓÔ˘Ó ÔÈ ··ÈÙÔ‡ÌÂÓ˜ ‰ÈÔÚıˆÙÈΤ˜ ÎÈÓ‹ÛÂȘ. E·Ó·Ê¤ÚÂÙ·È ‰Â, ÁÈ· ¿ÏÏË ÌÈ· ÊÔÚ¿, Ì ÌÂÁ·Ï‡ÙÂÚË ¤ÓÙ·ÛË Î·È ¤ÌÊ·ÛË, Ë ·Ó¿ÁÎË Ï‹„˘ ̤ÙÚˆÓ Î·È ÔÏÈÙÈÎÒÓ ÛÙËÓ Î·Ù‡ı˘ÓÛË Ù˘ ·‡ÍËÛ˘ Ù˘ ·-

ÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·˜ ÙˆÓ MME Î·È Ë ÂÓ›Û¯˘ÛË (fiÚÔÈ Î·È Ì¤Û·) Ù˘ ·ÚÔ˘Û›·˜ ÙˆÓ ÊÔÚ¤ˆÓ ÙÔ˘˜ ÛÙ· ΤÓÙÚ· Ï‹„˘ ·ÔÊ¿ÛˆÓ. °È· Ó· ‰È·‰Ú·Ì·Ù›ÛÂÈ Ô KÔÈÓˆÓÈÎfi˜ ¢È¿ÏÔÁÔ˜ ¤Ó· ÈÔ ÛËÌ·ÓÙÈÎfi ÚfiÏÔ ÛÙËÓ ÂͤٷÛË ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ Î·È ÎÔÈÓˆÓÈÎÒÓ ÚÔÎÏ‹ÛÂˆÓ Î·È ÙˆÓ ‰ÔÌÈÎÒÓ ·ÏÏ·ÁÒÓ, ÔÈ ÔÚÁ·ÓÒÛÂȘ ÙˆÓ MME Ú¤ÂÈ Ó· ÂÓÈÛ¯˘ıÔ‡Ó, ÒÛÙ ӷ ηٷÛÙ› Ë KÔÈÓˆÓÈ΋ ¢È·‚ԇϢÛË ÈÔ AÓÙÈÚÔÛˆ¢ÙÈ΋ Î·È ÙÂÏÈο ÈÔ ¯Ú‹ÛÈÌË Î·È ·ÔÙÂÏÂÛÌ·ÙÈ΋.

K·Ù¢ı˘ÓÙ‹ÚȘ ÔÏÈÙÈΤ˜ ÂÈÏÔÁ¤˜ E.E.

ñ ™˘Óı¤ÙÔ˘Ó ÙÔÓ ÈÛ¯˘ÚfiÙÂÚÔ «Ì˯·ÓÈÛÌfi» ÁÈ· ÙËÓ ·‡ÍËÛË Ù˘ ··Û¯fiÏËÛ˘. E›Ó·È ÔÈ ‚·ÛÈÎfiÙÂÚÔÈ ‰ËÌÈÔ˘ÚÁÔ› ÙˆÓ ı¤ÛÂˆÓ ÂÚÁ·Û›·˜ (75% ı¤ÛÂˆÓ ÂÚÁ·Û›·˜ ÛÙÔÓ È‰ÈˆÙÈÎfi ÙÔ̤·). ñ OÈ ÔÏÈÙÈΤ˜ ÙˆÓ Î˘‚ÂÚÓ‹ÛÂˆÓ ÚÈÓ ·ÔÊ·ÛÈÛıÔ‡Ó Ú¤ÂÈ Ó· ‰È·ÂÚÓÒÓÙ·È ·fi ÙË ‚¿Û·ÓÔ ÁÈ· ÙȘ ÂÈÙÒÛÂȘ (ıÂÙÈΤ˜ ‹ ·ÚÓËÙÈΤ˜) Ô˘ ı· ¤¯Ô˘Ó ÛÙȘ MÈÎÚ¤˜ EȯÂÈÚ‹ÛÂȘ («™Î¤„Ô˘ ÚÒÙ· Û ÌÈÎÚ‹ Îϛ̷η»). AÏÏ¿ Î·È Ó· ·ÍÈÔÏÔÁÔ‡ÓÙ·È ÛÙËÓ ÔÚ›· ÂÊ·ÚÌÔÁ‹˜ ÙÔ˘˜. TÂÏÂ˘Ù·›· ‰Â ·ÔÊ·Û›ÛıËÎ·Ó Ó· ÂÓÂÚÁÔÔÈËıÔ‡Ó ÚÔ-

ÁÚ¿ÌÌ·Ù· ÛÙËÓ E.E. ÁÈ· Â·Ê‹ Ù˘ «ÁÚ·ÊÂÈÔÎÚ·Ù›·˜» ÙˆÓ BÚ˘ÍÂÏÏÒÓ Ì ÙȘ MÈÎÚ¤˜ EȯÂÈÚ‹ÛÂȘ. TÔ ¶ÚfiÁÚ·ÌÌ· «EȯÂÈÚËÛȷ΋ EÌÂÈÚ›·» Ù˘ E.E. ·ÊÔÚ¿ ÛÙÔ˘˜ ‰ËÌfiÛÈÔ˘˜ ˘·ÏÏ‹ÏÔ˘˜ Ù˘ ¢È‡ı˘ÓÛ˘ EȯÂÈÚ‹ÛˆÓ: ·Ú·ÌÔÓ‹ ÁÈ· ÌÈÎÚfi ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· (ÌÈ· ‚‰ÔÌ¿‰·) ÛÙËÓ Âȯ›ÚËÛË ÁÈ· ·fiÎÙËÛË Ù˘ ÂÌÂÈÚ›·˜ ÏÂÈÙÔ˘ÚÁ›·˜ Ù˘ Î·È ÁÓÒÛË ÙˆÓ È‰È·ÈÙÂÚÔًوÓ. TÔ ÚfiÁÚ·ÌÌ· ı· ·ÔÙÂϤÛÂÈ ÌÈ· ÂÍ·ÈÚÂÙÈ΋ ¢ηÈÚ›·, ÒÛÙ ӷ ηٷÓÔ‹ÛÔ˘Ó Î·Ï‡ÙÂÚ· ÔÈ ·ÓÒÙÂÚÔÈ ˘¿ÏÏËÏÔÈ Ù˘ E.E. ÙËÓ ÂȯÂÈÚËÛȷ΋ Ú·ÁÌ·ÙÈÎfiÙËÙ· Ì ÙËÓ ÔÔ›· ‰Ô˘Ï‡ԢÓ.

B·ÛÈο ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ MME ÛÙËÓ EÏÏ¿‰· OÈ ÌÈÎÚÔÌÂÛ·›Â˜ ÂȯÂÈÚ‹ÛÂȘ ÛÙËÓ EÏÏ¿‰· ·ÔÙÂÏÔ‡Ó ÙË Û˘ÓÙÚÈÙÈ΋ ÏÂÈÔÓfiÙËÙ· ÙˆÓ ÂȯÂÈÚ‹ÛÂˆÓ Ô˘ ÏÂÈÙÔ˘ÚÁÔ‡Ó. ™˘ÓÔÏÈο ·ÚÈıÌÔ‡Ó ÂÚ›Ô˘ ÙȘ 770.000 Ì ηٿ ̤ÛÔ fiÚÔ 2 ··Û¯ÔÏÔ‡ÌÂÓÔ˘˜ ·Ó¿ Âȯ›ÚËÛË. ™‡Ìʈӷ Ì ÛÙÔȯ›· Ù˘ Eurostat, Ë EÏÏ¿‰· Â›Ó·È Ë ¯ÒÚ· Ì ÙË ÌÂÁ·Ï‡ÙÂÚË ·Ó·ÏÔÁ›· ÂȯÂÈÚ‹ÛÂˆÓ Û ۯ¤ÛË Ì ÙÔÓ ÏËı˘ÛÌfi ÛÙËÓ E˘Úˆ·˚΋ ŒÓˆÛË. Afi ·˘Ù¤˜ ÔÈ ÂÚÈÛÛfiÙÂÚ˜ ηٷٿÛÛÔÓÙ·È ÛÙËÓ Î·ÙËÁÔÚ›· Ô™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 16

OÈ Î˘Ú›·Ú¯Â˜ ·fi„ÂȘ ÛÙËÓ E˘Úˆ·˚΋ ŒÓˆÛË, Â‰Ò Î·È ·ÚÎÂÙ¿ ¯ÚfiÓÈ· ›ӷÈ: ñ OÈ M.M.E. ‰ÂÓ ·ÔÙÂÏÔ‡Ó ϤÔÓ ¤Ó· ·fi Ù· ¯·Ú·ÎÙËÚÈÛÙÈο ÁÓˆÚ›ÛÌ·Ù· ÙˆÓ ˘fi ·Ó¿Ù˘ÍË ‹ ·Ó·Ù˘ÛÛfiÌÂÓˆÓ ¯ˆÚÒÓ. AÔÙÂÏÔ‡Ó ÙÔ Û˘Ó‰ÂÙÈÎfi - ÛÙ·ıÂÚÔÔÈËÙÈÎfi ÈÛÙfi Ù˘ fiÏ˘ ¢ÔÌ‹˜ Ù˘ OÈÎÔÓÔÌ›·˜ ÙˆÓ AÓ·Ù˘ÁÌ¤ÓˆÓ XˆÚÒÓ.

EÏÏ¿‰· M¤ÁÂıÔ˜ Âȯ›ÚËÛ˘

E.E. (19)

AfiÏ˘ÙÔ˜ ·ÚÈıÌfi˜

M¤ÛÔ˜ fiÚÔ˜

AfiÏ˘ÙÔ˜ ·ÚÈıÌfi˜

M¤ÛÔ˜ fiÚÔ˜

¶Ôχ ÌÈÎÚ‹ (0<10 ÂÚÁ·˙fiÌÂÓÔÈ)

752.000

97,66%

17.820.000

92,5%

MÈÎÚ‹ (9<50 ÂÚÁ·˙fiÌÂÓÔÈ)

16.000

2,08%

1.260.000

6,5%

MÂÛ·›· (49<250 ÂÚÁ·˙fiÌÂÓÔÈ)

2.000

0,26%

180.000

1,0%

770.000

100%

19.260.000

™YNO§O

100%

16

H ηٿÛÙ·ÛË ÙˆÓ MME ÛÙËÓ EÏÏ¿‰· BLOGGING TÈ Â›Ó·È ÙÔ blog Î·È Ò˜ ÌÔÚ› Ó· χ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ (‰ËÏ·‰‹ ¤ˆ˜ 10 ÂÚÁ·˙fiÌÂÓÔ˘˜) Î·È ¤¯Ô˘Ó ¤ÓÙÔÓ· ÔÈÎÔÁÂÓÂÈ·Îfi ¯·Ú·ÎÙ‹Ú·. T·˘Ùfi¯ÚÔÓ· Ë EÏÏ¿‰· ¯·Ú·ÎÙËÚ›˙ÂÙ·È ·fi Ôχ ˘„ËÏfi ÔÛÔÛÙfi ·˘ÙÔ··Û¯ÔÏÔ‡ÌÂÓˆÓ (21,7% ÙÔ˘ ÔÈÎÔÓÔÌÈο ÂÓÂÚÁÔ‡ ÏËı˘ÛÌÔ‡). AÓ·ÊÔÚÈο Ì ÙËÓ ··Û¯fiÏËÛË, ÁÈ· ÙÔ ¤ÙÔ˜ 2003 ÔÈ ÂȯÂÈÚ‹ÛÂȘ Ô˘ ··Û¯ÔÏÔ‡Ó Ì¤¯ÚÈ 10 ¿ÙÔÌ· ·ÔÙÂÏÔ‡Ó ÙÔ 74,2% Ù˘ ··Û¯fiÏËÛ˘ ÛÙÔÓ È‰ÈˆÙÈÎfi ÙÔ̤·. ™‡Ìʈӷ Ì ٷ ÛÙÔȯ›· ÙÔ 20% ÙˆÓ MME ÛÙËÓ EÏÏ¿‰· ÎÏ›ÓÂÈ Î·Ù¿ ÙÔ ‰Â‡ÙÂÚÔ ¯ÚfiÓÔ ÏÂÈÙÔ˘ÚÁ›·˜ ÙÔ˘˜, ÂÓÒ ÙÔ 50% ÎÏ›ÓÂÈ 5-7 ¯ÚfiÓÈ· ÌÂÙ¿ ·fi ÙËÓ ›‰Ú˘Û‹ ÙÔ˘˜. ™˘ÁÁÂÓ‹˜ Ì ÙËÓ EÏÏ¿‰· ηٷÓÔÌ‹, ·ÚÔ˘ÛÈ¿˙Ô˘Ó Ë IÙ·Ï›·, IÛ·Ó›·, ¶ÔÚÙÔÁ·Ï›·. EÎ ÙˆÓ Ú·ÁÌ¿ÙˆÓ ÂÔ̤ӈ˜ Ë Û˘˙‹ÙËÛË ÁÈ· ÙȘ ·Ó·Ù˘ÍȷΤ˜ ÚÔÔÙÈΤ˜ Ù˘ EÏÏËÓÈ΋˜ OÈÎÔÓÔÌ›·˜ ÔÊ›ÏÂÈ Ó· ÂÓۈ̷ÙÒÛÂÈ ˆ˜ B·ÛÈ΋ ¶·Ú¿ÌÂÙÚÔ ÙȘ MÈÎÚÔÌÂÛ·›Â˜ EȯÂÈÚ‹ÛÂȘ. ™ÙËÓ EÏÏ¿‰· ÌfiÏȘ Ù· ÙÂÏÂ˘Ù·›· 4 ¯ÚfiÓÈ·, Î·È fiˆ˜ ¿ÓÙ· ÂÙÂÚÔ¯ÚÔÓÈṲ̂ӷ, ·Ú¯›˙ÂÈ Ó· ‰È·Ê·›ÓÂÙ·È Î¿ÔÈÔ ÂӉȷʤÚÔÓ ÁÈ· ÙËÓ ·Ó¿‰ÂÈÍË ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ ÙˆÓ MÈÎÚÒÓ EȯÂÈÚ‹ÛˆÓ, ηْ ·Ú¯¿˜, Î·È Â›Ï˘Û‹ ÙÔ˘˜ Û ‰Â‡ÙÂÚË Ê¿ÛË. AÎfiÌ·, fï˜, ηı˘ÛÙÂÚԇ̠ÛÙË Û‡ÓÙ·ÍË ÂÓfi˜ OÏÔÎÏËڈ̤ÓÔ˘ ¶ÚÔÁÚ·ÌÌ·ÙÈÛÌÔ‡. T· ÚÔ‚Ï‹Ì·Ù· ·ÓÙÈÌÂÙˆ›˙ÔÓÙ·È ·ÔÛ·ÛÌ·ÙÈο Î·È «˘ÚÔÛ‚ÂÛÙÈο».

ºÔÚ›˜ ÂÎÚÔÛÒËÛ˘ MME T· ÙÂÏÂ˘Ù·›· 6 ¯ÚfiÓÈ· Á›ÓÂÙ·È ÌÂÁ¿ÏË ÚÔÛ¿ıÂÈ· ·fi ÙËÓ °™EBEE (Ì ÚÔÙ¿ÛÂȘ Î·È ÛÙÔȯ›·) Ó· ÌÂٷʤÚÂÈ ÙË

MÈÎÚ‹ Eȯ›ÚËÛË ÛÙÔ Â›ÎÂÓÙÚÔ ÙˆÓ Û˘˙ËÙ‹ÛÂˆÓ Î·È ÔÏÈÙÈÎÒÓ ·ÔÊ¿ÛÂˆÓ ÁÈ· ÙËÓ AÓ¿Ù˘ÍË, ÙËÓ AÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·, ÙËÓ A·Û¯fiÏËÛË ÛÙËÓ EÏÏ¿‰·. ¢È·ÈÛÙÒÓÔ˘Ì fiÙÈ Ë ÚˆÙÔ‚Ô˘Ï›· ·˘Ù‹ ·Ú¯›˙ÂÈ Ó· ηÚÔÊÔÚ› Ù· ÙÂÏÂ˘Ù·›· 4 ¯ÚfiÓÈ· ˆ˜ ¤Ó· ‚·ıÌfi. E›Ó·È ÂÈÙ˘¯›·, fi¯È ÌfiÓÔ Ù˘ °™EBEE, fiÏ˘ Ù˘ «ÎÔÈÓˆÓ›·˜» ÙˆÓ MME ‹ ¤ÛÙˆ ÌÈÎÚ‹ ·ÏÏ·Á‹ ÛÙ¿Û˘ ÙˆÓ Î˘‚ÂÚÓ‹ÛÂˆÓ ÛÙËÓ EÏÏ¿‰·. TÔ˘Ï¿¯ÈÛÙÔÓ Û fi,ÙÈ ·ÊÔÚ¿ ÙËÓ «Î·Ù·ÓfiËÛË» Î·È ÙÔ «Û‚·ÛÌfi». A¤¯Ô˘Ì fï˜ ·ÎfiÌ· ·fi ÙË Ï‹„Ë ÚÈ˙ÔÛ·ÛÙÈÎÒÓ Ì¤ÙÚˆÓ Î·È ÔÚÁ·ÓˆÌ¤ÓˆÓ ÔÏÈÙÈÎÒÓ Ô˘ ı· ˘ËÚÂÙÔ‡Ó Î·È ÙȘ ·Ó¿ÁΘ ÙˆÓ MME ÁÈ· ·Ó¿Ù˘ÍË, ·ÏÏ¿ Î·È ı· ÚÔÛ‰ÈÔÚ›˙Ô˘Ó ÙÔÓ ¯·Ú·ÎÙ‹Ú· ÙˆÓ Î˘‚ÂÚÓËÙÈÎÒÓ ÂÈÏÔÁÒÓ Î·È ÔÏÈÙÈÎÒÓ. X·Ú·ÎÙËÚÈÛÙÈΤ˜ ÔÏÈÙÈΤ˜ Ô˘ ÚÔÙ¿ıËηÓ, ˘ÏÔÔÈ‹ıËηÓ, ˘ÏÔÔÈÔ‡ÓÙ·È ‹ ۯ‰ȿ˙ÔÓÙ·È Î·È ÛËÌ·ÙÔ‰ÔÙÔ‡Ó Î¿ÔÈ· ·ÏÏ·Á‹ ÛÙ¿Û˘ ›ӷÈ: ñ ¢ËÌÈÔ˘ÚÁ›· ÙÔ˘ T·Ì›Ԣ EÁÁ˘Ô‰ÔÛ›·˜ ÁÈ· MÈÎÚ¤˜ Î·È ¶Ôχ MÈÎÚ¤˜ EȯÂÈÚ‹ÛÂȘ (TEM¶ME). ñ EıÓÈÎfi ™˘Ì‚Ô‡ÏÈÔ MME. ñ IÓÛÙÈÙÔ‡ÙÔ EÚ¢ÓÒÓ ÁÈ· MME ÛÙË °™EBEE Î·È E™EE. ñ ¢¤ÛÌ¢ÛË KÔÓ‰˘Ï›ˆÓ ÙÔ˘ °’ K¶™ ÂȉÈο ÁÈ· MÈÎÚ¤˜ Î·È ¶Ôχ MÈÎÚ¤˜ EȯÂÈÚ‹ÛÂȘ. ñ ¶ÚÔÛ¿ıÂȘ ÁÈ· ·ÏÔÔ›ËÛË ÙˆÓ ‰È·‰ÈηÛÈÒÓ ÛÙËÓ ›‰Ú˘ÛË, ÙËÓ ÂÁηٿÛÙ·ÛË, ÙË ÏÂÈÙÔ˘ÚÁ›·, ÙËÓ Î·ıËÌÂÚÈÓfiÙËÙ· Ù˘ ÂȯÂÈÚËÌ·ÙÈ΋˜ ‰Ú¿Û˘ Û «ÌÈÎÚ‹ Îϛ̷η». ñ ¢È¢ÎÔχÓÛÂȘ Î·È Î›ÓËÙÚ· ÁÈ· ÙË ÌÂÙ·‚›‚·ÛË MME ·fi ÙË ÌÈ· ÁÂÓÈ¿ ÛÙËÓ ¿ÏÏË. ¶Ú¤ÂÈ Ó· ˘ÔÁÚ·ÌÌÈÛı› fiÙÈ ÙÔ ÛÙÔ›¯ËÌ· Ù˘ ·‡ÍËÛ˘ Ù˘ ··Û¯fiÏËÛ˘ ÛÙȘ MÈÎÚ¤˜ ηÈ

I‰ÈÔÎÙËÛ›·: °. ¶·¯¿Î˘ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ EΉfiÙ˘: °. ¶·¯¿Î˘ ¢È¢ı˘ÓÙ‹˜: °. ¶·¯¿Î˘ AÙÂÏȤ: MEMºI™ AE, ™ˆÎÚ¿ÙÔ˘˜ 23, Aı‹Ó·, TËÏ.: 210-5240728 EÎÙ‡ˆÛË: MÔ˘ÎÔ˘‚¿Ï·˜ AE

™˘ÌÂÚ¿ÛÌ·Ù· ñ YÛÙÂÚ› Ë EÏÏ¿‰· ÛÙÔ Ó· ‰È·ÌÔÚÊÒÛÂÈ ¤Ó· Û˘ÓÔÏÈÎfi ¶Ï·›ÛÈÔ ¶ÔÏÈÙÈ΋˜. ñ Y¿Ú¯ÂÈ ·ÎfiÌ· Ë ·›ÛıËÛË fiÙÈ ÂÚÈÊÂÚÂȷο ÌfiÓÔ ·Û¯ÔÏԇ̷ÛÙÂ Î·È ÂÓ›ÔÙ ÁÈ· ÏfiÁÔ˘˜ ÂÈÎÔÈÓˆÓÈ·ÎÔ‡˜. ñ Y¿Ú¯Ô˘Ó Î·È ÔÈÛıÔ¯ˆÚ‹ÛÂȘ (ˆÚ¿ÚÈÔ, AÊÔÚÔÏfiÁËÙÔ AÔıÂÌ·ÙÈÎfi EÂÓ‰‡ÛˆÓ). ñ TÔ EıÓÈÎfi ™˘Ì‚Ô‡ÏÈÔ ÁÈ· ÙȘ MÈÎÚÔÌÂÛ·›Â˜ EȯÂÈÚ‹ÛÂȘ (E.™.M.E.) Ú¤ÂÈ Ó· ÂÓÈÛ¯˘ı› Î·È Î·Ù·ÛÙ› ÙÔ Û˘ÓÙÔÓÈÛÙÈÎfi ΤÓÙÚÔ ·Ú·ÎÔÏÔ‡ıËÛ˘ Î·È ·Ú·ÁˆÁ‹˜ ÔÏÈÙÈÎÒÓ. ñ OÈ MÈÎÚ¤˜ EȯÂÈÚ‹ÛÂȘ ‰ÂÓ Ú¤ÂÈ Ó· ·ÓÙÈÌÂÙˆ›˙ÔÓÙ·È Ì ¶ÔÏÈÙÈΤ˜ ¶·Ú¿ÏÂ˘ÚˆÓ ˆÊÂÏÂÈÒÓ. ¶Ú¤ÂÈ Ó· ‚Ú›ÛÎÔÓÙ·È ÛÙÔ Î¤ÓÙÚÔ ÙˆÓ ¶ÔÏÈÙÈÎÒÓ ·ÔÊ¿ÛˆÓ. AÓ·‰ËÌÔÛ›Â˘ÛË E.E.A. ™Â٤̂ÚÈÔ˜-OÎÙÒ‚ÚÈÔ˜ 2006

™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 12

Ï›ˆÓ Û¯ÂÙÈο Ì ÙÔ student bloggin. EÓ·˜ ·Ô ÙÔ˘˜ ·ÚÈÔ˘˜ ÔÌÈÏËÙ¤˜, Ô Will Richardson, ˙‹ÙËÛ ÙËÓ ‚Ô‹ıÂÈ· ¤ÓÔ˜ Ê›ÏÔ˘ ÙÔ˘ Û¯ÂÙÈο Ì ÙÔ ÙÈ ı· ¤ÚÂ ӷ ÂÈ ÛÙÔ ÎÔÈÓfi ÙÔ˘. KÏ›ÓÔÓÙ·˜, Û·˜ ·Ú·ı¤Ùˆ ·˘ÙÔ‡ÛȘ ÙȘ ÛΤ„ÂȘ ÙÔ˘ ÂÓ ÏfiÁˆ Ê›ÏÔ˘, ÚÔ˜ ÚÔ‚ÏËÌ·ÙÈÛÌfi. Talking to 49 Superintendents Will Richardson has a great opportunity tomorrow -- he's got a captive audience made up of 49 Superintendents, and he asked for input about what to say to them. I was grappling with this one for a while, and I finally hit on what I wanted to say when I talked to Will on the phone today. Tell them that our schools have to change or die. Tell them that there are more and more people arguing that the classroom... the very thing that we have spent our professional career in love with... is becoming obsolete. Tell them that those people are right unless we learn to change. Tell them that our kids already have changed. Tell them that our kids need us to teach even more. Our kids have more access to a more varied level of information than ever before in human history and our kids need us to teach them how to navigate that space more than ever. Tell them that locking out the sites and tools of this new world our kids live in will render us irrelevant and useless when our students need us most. Tell them that this new world means that teaching skills -cognitive and meta-cognitive -- is now more important than

memorizing content. Tell them that multiple choice tests can't possibly measure the new skills our kids must master. Tell them that our students can be content producers now as much as content consumers. Tell them that many of our students know how to reach a larger audience more quickly than any school district memo could ever hope to. Tell them that our students need our help to make them understand how powerful that is. Tell them that we have the opportunity to use these tools to extend our reach far beyond our school walls... far past the hours of the school day. Tell them that we can build the 24/7/365 school if we embrace the technologies our students are already using. Tell them that there are too many teachers using these tools already to think that our schools won't be affected by them. Tell them that it's unfair and unsustainable to think that the lone teacher, using yahoo groups and hotmail accounts without explicit school support, can make enough difference to create institutional change. Tell them that the change has to come from our schools using the tools as part of their mission and part of their infrastructure. Tell them that our students are already telling new stories... and tell them that it's time for our schools to do so as well. Tell them that this matters more than they are willing to admit. http://www.technorati.com/sea rch/http://davidwarlick.com/2ce nts?cc=9raavm7rm

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∂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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¶Ôχ MÈÎÚ¤˜ EȯÂÈÚ‹ÛÂȘ — ÂÔ̤ӈ˜ Î·È ÙÔ ˙‹ÙËÌ· Ù˘ ·ÓÙÈÌÂÙÒÈÛ˘ Ù˘ ·ÓÂÚÁ›·˜— ‰ÂÓ ·ÔÙÂÏ› ı¤Ì· Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÙ·È ·ÔÎÏÂÈÛÙÈο Î·È ÌfiÓÔ Ì ÙȘ ÔÏÈÙÈΤ˜ ··Û¯fiÏËÛ˘. M¿ÏÏÔÓ ·ÔÙÂÏ› ˙‹ÙËÌ· Ô˘ ·Ó·Ê¤ÚÂÙ·È Â˘ı¤ˆ˜ ÛÙËÓ ·Ó·Ù˘Íȷ΋ ÚÔÔÙÈ΋ Ù˘ ¯ÒÚ·˜ Ì·˜ Î·È Î˘Ú›ˆ˜ ÛÙË ı¤ÛË Î·È ÙÔ ÚfiÏÔ Ô˘ ηÏÔ‡ÓÙ·È Ó· ‰È·‰Ú·Ì·Ù›ÛÔ˘Ó ÔÈ ÌÈÎÚ¤˜ ÂȯÂÈÚ‹ÛÂȘ Û ·˘ÙfiÓ ÙÔÓ ·Ó·Ù˘ÍÈ·Îfi ÔÚ›˙ÔÓÙ·. H ÂÓ›Û¯˘ÛË Ù˘ ··Û¯fiÏËÛ˘ ÂÔ̤ӈ˜ ÈÛÔ‰˘Ó·Ì› Û ÌÂÁ¿ÏÔ ‚·ıÌfi Ì ÙËÓ ·Ó¿‰ÂÈÍË ÙÔ˘ ÚfiÏÔ˘ ·ÏÏ¿ Î·È Ì ÙËÓ ÂÓ›Û¯˘ÛË Ù˘ ı¤Û˘ ÙˆÓ MÈÎÚÒÓ Î·È ¶Ôχ MÈÎÚÒÓ EȯÂÈÚ‹ÛÂˆÓ ÛÙËÓ ·Ó·Ù˘Íȷ΋ ‰È·‰Èηۛ·.

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Also available: The lion & the mouse The Shepherd boy & the Wolf The Wild Swans Little red riding hood Snow white & the Seven Dwarfs

Also available: The ant & the cricket The Father & his Sons New patches for old Hansel & Gretel Puss in boots Cinderella

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™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 15

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Also available: A mirror, a carpet & a lemon A trip to the rainforest M ÙËÓ ·ÁÔÚ¿ ÂÓfi˜ Christmas Sleeping Beauty The Cracow Dragon Title Î·È ÂÓfi˜ Express Primary The Frog Princess reader The Ghost The nightingale & the rose BINTEOKA™ETA

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O Ì·ıËÙ‹˜ ¤¯ÂÈ ‰Èη›ˆÌ· °Ú¿ÊÂÈ Ô K˘ÚÈ¿ÎÔ˜ B·ÛÈÏÔ̷ӈϿ΢* T· EÏÏËÓfiÔ˘Ï· ÊÔÈÙÔ‡Ó, ÌÂÏÂÙÔ‡Ó, Î·È ‚ÈÒÓÔ˘Ó ¤Ó· ÂÎ·È‰Â˘ÙÈÎfi Û‡ÛÙËÌ· ÔÚÁ·ÓˆÌ¤ÓÔ ·fi ËÏÈÎȈ̤ÓÔ˘˜, ÚÒËÓ Ì·ıËÙ¤˜, Ô˘ ‰ÂÓ ÙÔ˘˜ ÂÓËÌÂÚÒÓÔ˘Ó ÁÈ· Ù· ‰ÈηÈÒÌ·Ù· ÙÔ˘˜. MÈ· ÌÈÎÚ‹ Û˘ÏÏÔÁ‹ ÙˆÓ ‰ÈÎ·ÈˆÌ¿ÙˆÓ ÙÔ˘˜ ·Ú·ı¤Ùˆ, ·¢ı˘ÓfiÌÂÓÔ˜ ÛÙÔ˘˜ Ì·ıËÙ¤˜ Ì·˜ Û ÚÒÙÔ ÚfiÛˆÔ. Œ¯ÂȘ ‰Èη›ˆÌ· Ó· ‰ÈÂΉÈΛ˜ ÙËÓ ÂÈÙ˘¯›· Ì ˘ÔÌÔÓ‹, ÂÈÌÔÓ‹ Î·È ÛÙÚ·ÙËÁÈΤ˜ ÌÂϤÙ˘. N· ˘ÈÔıÂÙ›˜ Û˘Ó‹ıÂȘ ÁÈ· Ó· ¤¯ÂȘ ·˘ÙÔÂÔ›ıËÛË Î·È Î·Ï‹ ‰È¿ıÂÛË Î·È Ê˘ÛÈο Ó· . ¤¯ÂȘ Û˘ÓÙÔÓÈÛÌfi ÛÙË ÌÂϤÙË ÛÔ˘ Î·È ·ÈÛÈÔ‰ÔÍ›· ÁÈ· ÙËÓ Î·Ù¿ÎÙËÛË ÙˆÓ ÛÙfi¯ˆÓ ÛÔ˘. OÈ ·Ú·Î¿Ùˆ ȉ¤Â˜ Â›Ó·È ÂÓ‰ÂÈÎÙÈΤ˜, ηχÙÔ˘Ó fï˜ fiÏÔ ÙÔ Ê¿ÛÌ· ÙˆÓ Û¯¤ÛÂˆÓ ÛÔ˘ Î·È Ù˘ ÂͤÏÈ͢ ÛÔ˘:

Œ¯ÂȘ ‰Èη›ˆÌ·... ñ N· ÎÔÈÙ¿˙ÂȘ ÙÔ˘˜ ‰·ÛοÏÔ˘˜ Î·È ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÛÔ˘ ÛÙ· Ì¿ÙÈ·. ŸÙ·Ó ¯·ÌËÏÒÓÂȘ Ù· Ì¿ÙÈ· ‹ ÎÔÈÙ¿˙ÂȘ ·ÏÏÔ‡ ‰›ÓÂȘ Û‹Ì· fiÙÈ ‰ÂÓ Â›Û·È Û›ÁÔ˘ÚÔ˜ ÁÈ·

ÙÔÓ Â·˘Ùfi ÛÔ˘. ŸÙ·Ó ÙÔ˘˜ ÎÔÈÙ¿˙ÂȘ ηٿ̷ٷ, ·ÎfiÌ· ÎÈ ·Ó Â›Û·È Ù·Ú·Á̤ÓÔ˜, ÙÔ Ì‹Ó˘Ì· Ô˘ ÛÙ¤ÏÓÂȘ Â›Ó·È fiÙÈ ÌÔÚ›˜ Ó· ·ÓÙÈÌÂÙˆ›ÛÂȘ ÙËÓ Î·Ù¿ÛÙ·ÛË. ñ N· ÛÙ¤ÎÂÛ·È ÛÙËÙfi˜. N· ·ÔʇÁÂȘ Ó· ÛÎÂ¿˙ÂȘ ÙÔ ÚfiÛˆÔ ÛÔ˘ Ì ٷ ¯¤ÚÈ· ÛÔ˘ ηıÒ˜ Î·È Ó· ·›˙ÂȘ Ó¢ÚÈο Ù· ‰¿ÎÙ˘Ï· ÛÔ˘! ñ N· ÌÈÏ¿˜ ÛÙÔÓ ÂÓÈÎfi fiÙ·Ó Â›Û·È ÛÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ñ N· Û˘ÁÎÂÓÙÚÒÓÂȘ ÙËÓ ÚÔÛÔ¯‹ ÛÔ˘ Û Ӥ˜ ¢¯¿ÚÈÛÙ˜ ÂÌÂÈڛ˜ ÛÙË Û¯ÔÏÈ΋ ÛÔ˘ ˙ˆ‹. ñ N· Â›Û·È ·ÔÊ·ÛÈÛÙÈÎfi˜ Î·È Ó· ‚ÔËı¿˜ ÙÔ˘˜ ¿ÏÏÔ˘˜, ¤ÙÛÈ ÒÛÙ ӷ ¿„Ô˘Ó Ó· ÛÔ˘ Û˘ÌÂÚÈʤÚÔÓÙ·È Û·Ó Ó· Â›Û·È ı‡Ì·. ñ N· ‚ÔËı¿˜ ÙÔ˘˜ Û˘ÌÌ·ıËÙ¤˜ ÛÔ˘ Ô˘ Â›Ó·È ÁÎÚÈÓÈ¿Úˉ˜, ÊÔÚÙÈÎÔ›, η‚Á·Ù˙‹‰Â˜, ‡ıÈÎÙÔÈ, ÍÂÚÔΤʷÏÔÈ, ηÎfiÎÂÊÔÈ ¯ˆÚ›˜ Ó· ·ÈÛı¿ÓÂÛ·È fiÙÈ Â›Û·È ˘Ô¯Úˆ̤ÓÔ˜ Ó· οÓÂȘ Û˘Ó¯Ҙ ·Ú¤· Ì·˙› ÙÔ˘˜. ñ N· οÓÂȘ ·Ú¤· Ì ¿ÙÔÌ· ¯·ÚÔ‡ÌÂÓ·, Ô˘ ÁÓˆÚ›˙Ô˘Ó ˆ˜ Ó· ÚÔԉ‡ԢÓ, Ò˜ Ó· Â›Ó·È ¯Ú‹ÛÈÌÔÈ ÎÈ ·ÔÏ·Ì‚¿ÓÔ˘Ó ÙȘ ÌÈÎÚ¤˜ ¯·Ú¤˜ Ù˘ Ì·ıËÙÈ΋˜ ˙ˆ‹˜. ñ N· ¿˜ ÌÈ· ‚fiÏÙ· fiÙ·Ó ‰ÂÓ

ÌÔÚ›˜ Ó· ˘ÔʤÚÂȘ ÛȈËÏ¿ ÙȘ ·ÓÔËۛ˜, η˘¯ËÛÈÔÏÔÁ›Â˜ ‹ ÙËÓ ÈÂÛÙÈÎfiÙËÙ· οÔȈÓ. ñ N· ¿„ÂȘ Ó· ¯ÚËÛÈÌÔÔÈ›˜ ÊÚ¿ÛÂȘ fiˆ˜ ‘E›Ó·È ‰ÈÎfi ÙÔ˘ Ï¿ıÔ˜’, ‘O ‰¿ÛηÏÔ˜ ÊÙ·›ÂÈ’, ‘¢ÂÓ ÌÔÚÒ Ó· οӈ ‰È·ÊÔÚÂÙÈο’, ‘KÔ›Ù· ÙÈ ÌÔ˘ ¤Î·Ó·Ó’, ‘E›Ì·È Ôχ ·ÓÔÚÁ¿ÓˆÙÔ˜’, ‘¢ÂÓ Â›Ì·È Ôχ ¤Í˘ÓÔ˜’. ñ N· ÌËÓ ÂÈÙÚ¤ÂȘ Ó· Û ‰È·ÎfiÙÔ˘Ó fiÙ·Ó ÌÂÏÂÙ¿˜. ñ N· ·ÚÓÈ¤Û·È ÙȘ ‰È·ÎÚ›ÛÂȘ ÏfiÁˆ Ù˘ ıÚËÛΛ·˜ ÛÔ˘, Ù˘ Ê˘Ï‹˜ ÛÔ˘, Ù˘ ÂıÓÈÎfiÙËÙ·˜ ÛÔ˘, Î·È ÙÔ˘ ¯ÚÒÌ·ÙÔ˜ ÙÔ˘ ‰¤ÚÌ·ÙÔ˜ ÛÔ˘. ñ N· Û ·ÔηÏÔ‡Ó Ì ÙÔ fiÓÔÌ· ÛÔ˘. ñ N· ÂÎÊÚ¿˙ÂȘ ÙË ÁÓÒÌË ÛÔ˘ ÎÈ ·˘Ù‹ Ó· Ï·Ì‚¿ÓÂÙ·È ˘fi„Ë ÁÈ· ı¤Ì·Ù· Ô˘ Û ·ÊÔÚÔ‡Ó. ñ N· ÚÔÛٷهÂÛ·È ·fi ηÎÔÔ›ËÛË. H Û¯ÔÏÈ΋ ÂÈı·Ú¯›· Ú¤ÂÈ Ó· Û¤‚ÂÙ·È Ù· ‰ÈηÈÒÌ·Ù· Î·È ÙËÓ ·ÍÈÔÚ¤ÂÈ· ÙÔ˘ ·È‰ÈÔ‡. ñ N· οÓÂȘ ‰È¿ÏÂÈÌÌ· ÛÙÔ Û¯ÔÏÂ›Ô Î·È ÛÙË ÌÂϤÙË ÛÔ˘. N· οÓÂȘ ·‡ÛÂȘ Î·È Î·Ù¿ ÙË ‰È¿ÚÎÂÈ· ÙˆÓ ÂÍÂÙ¿ÛÂˆÓ ·ÊÔ‡ ¤ÙÛÈ ‰È¢ÎÔχÓÂÛ·È ÛÙËÓ ·Ó¿ÎÏËÛË ÏËÚÔÊÔÚÈÒÓ. ñ N· ÌËÓ Î¿ÓÂȘ ·Ú¤· Ì ¿-

ÙÔÌ· Ô˘ ¤¯Ô˘Ó Û˘Ó¤¯ÂÈ· ÛÊÈÁ̤Ó˜ ÁÚÔıȤ˜, ÁÂÏÔ‡Ó Ó¢ÚÈο, ÙÔ ÛÒÌ· ÙÔ˘˜ Â›Ó·È ÛÊÈÁ̤ÓÔ, Î·È ¯Ù˘Ô‡Ó Ù· ¯¤ÚÈ· Î·È Ù· fi‰È· ÙÔ˘˜. ñ N· ÌËÓ Î¿ÓÂȘ ·Ú¤· Ì ¿ÙÔÌ· Ô˘ Û ‰È·ÎfiÙÔ˘Ó Û˘Ó¤¯ÂÈ· fiÙ·Ó ÌÈÏ¿˜ ‹ Ô˘ ‰ÂÓ ÚÔÛ¤¯Ô˘Ó ηıfiÏÔ˘ ÙȘ ‰ÈΤ˜ ÛÔ˘ ·Ó¿ÁΘ ‹ Ù· ‰Èο ÛÔ˘ ÂӉȷʤÚÔÓÙ·. ñ N· ·˘Í¿ÓÂȘ Û˘Ó¯Ҙ ÙÔÓ È‰ÈˆÙÈÎfi ÛÔ˘ ¯ÚfiÓÔ. ñ N· ËÚÂÌ›˜ ÙÔ Ì˘·Ïfi ÛÔ˘ ·Ê‹ÓÔÓÙ·˜ ÙÔ ¯ˆÚ›˜ ··Û¯fiÏËÛË ÁÈ· ÌÂÚÈο ÏÂÙ¿. ñ N· ·Ó·ÓÂÒÓÂȘ Û˘Ó¯Ҙ ÙÔÓ Î·Ù¿ÏÔÁÔ Ì ÙȘ ÌÈÎÚ¤˜ Î·È ÙȘ ÌÂÁ¿Ï˜ ÚÔÙÂÚ·ÈfiÙËÙ˜ ÛÔ˘. ñ N· ·ÏÏ¿ÍÂȘ Û¯ÔÏ›Ô, ΤÓÙÚÔ Í¤ÓˆÓ ÁψÛÛÒÓ, ÊÚÔÓÙÈÛÙ‹-

ÚÈÔ, ÂÚÁ·ÛÙ‹ÚÈ ˘ÔÏÔÁÈÛÙÒÓ Î.· ·Ó ÙÔ Ì·ıËÛÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ ‰ÂÓ Â›Ó·È Î·Ù¿ÏÏËÏÔ ÁÈ· Ù· ÂӉȷʤÚÔÓÙ·, ÙȘ ÎÏ›ÛÂȘ ÛÔ˘ Î·È ÙȘ ÚÔÙÂÚ·ÈfiÙËÙ˜ ÛÔ˘. ñ N· ÚÔÛٷهÂÛ·È ·fi ·ÚÂÌ‚¿ÛÂȘ ÛÙËÓ È‰ÈˆÙÈ΋ ÛÔ˘ ˙ˆ‹ ηıÒ˜ ÎÈ ·fi ÚÔÛ‚ÔϤ˜ ÙÔ˘ ¯·Ú·ÎÙ‹Ú· Î·È Ù˘ Ê‹Ì˘ ÛÔ˘. TËÓ ÂfiÌÂÓË Ì¤Ú· Ù· ÛËÌÂÚÈÓ¿ ·È‰È¿ ·Ó·Ù‡ÛÛÔ˘Ó ·˘ÙfiÓÔ̘ ÚÔÛˆÈÎfiÙËÙ˜, Á›ÓÔÓÙ·È ‰È· ‚›Ô˘ Ì·ıËÙ¤˜, ÎÈ ÔÚ›˙Ô˘Ó Ó¤· ÎÚÈÙ‹ÚÈ· ÛÙËÓ ÂÎ·›‰Â˘ÛË Î·È ÛÙËÓ ·ÍÈÔÏfiÁËÛË ÙˆÓ Ì·ıËÙÒÓ. * O K˘ÚÈ¿ÎÔ˜ B·ÛÈÏÔ̷ӈϿ΢, B.Sc.Psy, M.Ed.-Learning, ¤¯ÂÈ ÁÚ¿„ÂÈ ÙÔ ‚È‚Ï›Ô ‘M·ı·›Óˆ ‡ÎÔÏ·’

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 ! Helicopter Parent It's tough being a parent these days: it seems whatever your approach to childrearing, sooner or Source: Chambers Wordwatch later you'll be told you're Column Editor: Lawrence Mamas doing it all wrong. Where (Betsis ELT) [email protected] once mums and dads were berated for not spending enough time with their kids, some are now being accused of getting too involved. This new social type has been dubbed the helicopter parent, reflecting their habit of constantly hovering over their offspring in an effort to control every aspect of their lives. Pushy parents are nothing new, but it seems middle-class mums and dads are becoming ever more competitive when it comes to their little darlings' achievements. Their desire to see their kids succeed can result in so-called 'hurried child syndrome', which occurs when children are rushed from one organized educational activity to the next, never having any 'downtime' or being left to amuse themselves. The hectic timetable pursued by American children is often facilitated by 'soccer moms', mothers whose primary role in life is to ferry their kids to and from after-school activities and social engagements. But 'helicopter parents' don't stop when their children hit puberty; their hovering goes right on into early adulthood. Highschool teachers and even university lecturers in the States are plagued by over-eager parents phoning up to complain about their children's grades, and in some cases even writing their

essays and filling in their application forms. Meanwhile, youngsters may rue the day that they taught their parents to text and e-mail, as they find themselves bombarded with messages checking they are safe from harm, eating their greens and getting up in time for those early-morning lectures.

be deducted from the cards without their knowledge. If users are won over, they will spend less time standing in queues and waiting for change, and so will be able to fritter away their money even more quickly than they do already.

Contactless

Hip-hop and rap lyrics have contributed many new terms to both American and British urban slang in recent years. Some of these have entered the mainstream - a familiar example is 'bling bling', now so widely used that its credibility has all but vanished - but others, such as shizzle, still have the power to baffle the tragically unhip. The exact meaning of 'shizzle' is admittedly difficult to pin down, and has even been the subject of serious discussion in the High Court during a copyright case relating to rap lyrics. The word can be used in a number of ways. The expression 'fo' shizzle' basically means 'for sure', sometimes expanded to 'fo' shizzle my nizzle' ('for sure, my nigger'). Shizzle can also stand in for 'shit' in such expressions as 'get your shizzle together'. 'The shizzle', like 'the shit', is a general term for anything good; and if something is 'off the shizzle', it's very good or very cool. The practice of adding the infix 'izz' or 'izzle' to existing words to create new slang is widely associated with the US rapper and actor Snoop Dogg. His characteristic wordplay - 'hizzouse' for house, 'dizzawg' for dog - is thought to have been inspired by earlier rappers, including E-40 and Frankie Smith. A 1981 single by Smith, 'The Double Dutch Bus', is frequently cited as the earliest example of the technique. Twenty-five years later, despite the confusion of High Court judges, it appears that this particular form of hip-hop slang is still flourishing.

Shizzle When the word barcode was added to The Chambers Dictionary in 1983 it represented the state of the art in retail technology. In the 1988 edition of the dictionary, it was the inclusion of the term smart card that epitomized the latest developments in the way we pay for goods and services. A couple of decades later, these terms seem rather old hat as banks and businesses develop ever more sophisticated ways of extracting money from our accounts. One of Britain's leading banks has recently introduced a contactless card to offer its customers a fast way of making small transactions without using cash. As the name 'contactless' implies, these cards require no direct application of the card to a reader. Instead, data on the card is transmitted to a terminal by an induced electric field or by radio waves. Once money is loaded electronically onto the cards, this technology allows them to be used as a convenient way of paying for low-value items such as a newspaper or a cup of coffee. There are pros and cons associated with using these contactless cards: the cards are more expensive to make and less robust than their 'contact' counterparts, but the fact that they don't have to be swiped through a reader reduces the amount of wear and tear they are likely to receive. Perhaps the greatest barrier to their uptake will be persuading users that money can't

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NEE™ ¶POO¶TIKE™ ™TH ¢I¢A™KA§IA TH™ °A§§IKH™ °§ø™™A™ ME TH XPH™H TOY H§EKTPONIKOY TAXY¢POMEIOY ¢ÔÁÔÚ›ÙË EÏ¢ıÂÚ›· EÈÌÔÚÊÒÙÚÈ· T¶E -EÎ·È‰Â˘ÙÈÎfi˜ B’‚·ıÌÈ·˜ EÎ/Û˘ ¶E05 E-mail: [email protected] °È· Ó· ÚÔÛ‰ÈÔÚ›ÛÔ˘Ì Â·ÚÎÒ˜ ÙËÓ È‰È·ÈÙÂÚfiÙËÙ· ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ Ú¤ÂÈ ¿Óˆ ·fi fiÏ· Ó· ˘ÂÓı˘Ì›ÛÔ˘Ì fiÙÈ ÙÔ ËÏÂÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô Â›Ó·È ¤Ó· ˘‚Ú›‰ÈÔ ·Ó¿ÌÂÛ· ÛÙËÓ ÙËÏÂʈÓÈ΋ ÂÈÎÔÈÓˆÓ›· Î·È ÙËÓ ÂÈÛÙÔÏÔÁÚ·Ê›·. KÈ ·˘Ùfi ÁÈ·Ù›, fiÛÔÓ ·ÊÔÚ¿ ÙËÓ ÂÈÛÙÔÏ‹, ¤¯ÂÈ ÙËÓ ÂÌÊ¿ÓÈÛË, ÙË ÁÂÓÈ΋ ‰ÔÌ‹ Î·È ÙÔÓ ÎÔÚÌfiØ fiÛÔÓ ·ÊÔÚ¿ ÙËÓ Û˘ÓÔÌÈÏ›·, ¤¯ÂÈ ÙÔ ‡ÊÔ˜, ÙËÓ Ù·¯‡ÙËÙ· Î·È ÙÔ˘˜ ÎÒ‰ÈΘ. §·Ì‚¿ÓÔÓÙ·˜ ¤Ó· ËÏÂÎÙÚÔÓÈÎfi Ì‹Ó˘Ì· ·Ú·ÙËÚԇ̠fiÙÈ ¤¯Ô˘Ì ӷ οÓÔ˘Ì Ì ÙÔ˘˜ Û˘Ì‚·ÙÈÎÔ‡˜ ηÓfiÓ˜ ÁÚ·Ê‹˜ ÌÈ·˜ ÂÈÛÙÔÏ‹˜, ‰Â‰Ô̤ÓÔ˘ fiÙÈ ˘¿Ú¯ÂÈ ÂÈÎÂÊ·Ï›‰·, ÚÔÛ‰ÈÔÚÈÛÌfi˜ ÙfiÔ˘ Î·È ¯ÚfiÓÔ˘, Ù˘ÈΤ˜ ÊÚ¿ÛÂȘ ÂÈÛ·ÁˆÁ‹˜ Î·È Î·Ù¿ÏË͢, ˘ÔÁÚ·Ê‹, ˘ÛÙÂÚfiÁÚ·ÊÔ Î·È Û˘ÓËÌ̤ӷ ¤ÁÁÚ·Ê·. ¶¿Ú·˘Ù·, ÌÈ· Û·Ê‹˜ ‰È·ÊÔÚ¿ ¤ÁÎÂÈÙ·È ÛÙËÓ ‰È¿Ù·ÍË ÙˆÓ ‰ÔÌÈÎÒÓ Îˆ‰›ÎˆÓ. KÈ ·˘Ùfi ÁÈ·Ù›, ÂÓÒ ÛÙËÓ ÂÈÛÙÔÏÔÁÚ·Ê›· Ô ·Ó·ÁÓÒÛÙ˘·Ú·Ï‹Ù˘ ÂÈÛ¿ÁÂÙ·È ÛÙ·‰È·Î¿ ÛÙËÓ ·Ó¿ÁÓˆÛË fiÔ˘ ·ÚÔ˘ÛÈ¿˙ÂÙ·È ÚÒÙ· ÌÈ· ÂÈÛ·ÁˆÁÈ΋ ÊfiÚÌ· ¯·ÈÚÂÙÈÛÌÔ‡ Î·È ÌÈ· ¯ˆÚÔÙ·ÍÈ΋ ·Ó·ÊÔÚ¿, ÙÔ ËÏÂÎÙÚÔÓÈÎfi Ì‹Ó˘Ì· ÔÊ›ÏÂÈ Ó· ·ÚÔ˘ÛÈ¿ÛÂÈ ÙÔ ı¤Ì· ÙÔ˘ ÚÈÓ ·ÎfiÌ· ÚÔÛ‰ÈÔÚ›ÛÂÈ ÔÈÔ˜ ÁÚ¿ÊÂÈ ÎÈ ·fi Ô˘. B¤‚·È· Ë ·Ó¿ÁÓˆÛË ÙÔ˘ ˘ÔÎÂÈ̤ÓÔ˘ ÙÔ˘ ÌËӇ̷ÙÔ˜ Ì·˜ ÂÈÙÚ¤ÂÈ Ó· Ù·˘ÙÔÔÈ‹ÛÔ˘Ì ÙÔÓ ·ÔÛÙÔϤ· ·ÏÏ¿ Ë ÂÈÎÔÈÓˆÓȷ΋ ÏÂÈÙÔ˘ÚÁ›· ÙÔ˘ ÌËӇ̷ÙÔ˜ Â›Ó·È ¤ÙÛÈ ÂÚÈÔÚÈṲ̂ÓË. MÈÏ¿Ì ÏÔÈfiÓ ÁÈ· ÌÈ· Ó¤· ¯ˆÚÔÙ·ÍÈ΋ ·ÓÙ›ÏË„Ë Ô˘ ÂÈÛ¿ÁÂÈ ÙÔ ËÏÂÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô ÛÙËÓ ÔÔ›· Ô ¯ÚfiÓÔ˜ Â›Ó·È ·ÓÂÍ¿ÚÙËÙÔ˜ Ù˘ ÁˆÁÚ·Ê›·˜ Î·È ÙÔ ›‰ÈÔ ÙÔ Ì¤ÛÔ ¯·Ú·ÎÙËÚ›˙ÂÙ·È ˆ˜ «¿Ê˘ÏÔ» fi¯È ÌfiÓÔ ÁÈ·Ù› ‰ÂÓ ÌÔÚԇ̠¿ÓÙ· Ó· ÚÔÛ‰ÈÔÚ›ÛÔ˘Ì ÙÔ Ê‡ÏÔ-Ù·˘ÙfiÙËÙ· ÙÔ˘ ÁÚ¿ÊÔÓÙ· ·ÏÏ¿ ÁÈ·Ù› ·˘Ùfi˜ Ô˘ ÁÚ¿ÊÂÈ Ù· ÌËӇ̷ٷ ·Ê‹ÓÂÈ Î˘ÚÈÔÏÂÎÙÈο ÙÔ ÛÒÌ· ÙÔ˘ Î·È ÂÓÛ·ÚÎÒÓÂÈ ¤Ó·Ó ÁÚ·Ùfi ÎÒ‰Èη (Rouquet 1996). A˘Ù‹ Ë ¯ˆÚÔÙ·ÍÈ΋ ‰È¿ÛÙ·ÛË Â˘ÓÔÂ›Ù·È Ù· ̤ÁÈÛÙ· ·fi ÙÔÓ ÂÈÎÔÈÓˆÓÈ·Îfi ÙÚfiÔ ÁÚ·Ê‹˜: ÙÔ ËÏÂÎÙÚÔÓÈÎfi Ì‹Ó˘Ì· ·Ê‹ÓÂÈ Ó· Ê·Ó› Ë ˙ˆÓÙ·Ó‹ ÏÂ˘Ú¿ Ù˘ ÁÏÒÛÛ·˜. E¿Ó ·Ú·ÙËÚ‹ÛÔ˘Ì ÙÔ ‡ÊÔ˜, ÌÔÚԇ̠ӷ ‰È·ÈÛÙÒÛÔ˘Ì fiÙÈ ÏËÛÈ¿˙ÂÈ ÂÚÈÛÛfiÙÂÚÔ ÂÓfi˜ ÚÔÊÔÚÈÎÔ‡ ‡ÊÔ˘˜, Ôχ ÈÔ ÂÈÎÔÈÓˆÓÈ·ÎÔ‡ Î·È ¿ÌÂÛÔ˘ ÛÙÔ ÔÔ›Ô Ë ÛÙ›ÍË Î·È Ë ÔÚıÔÁÚ·Ê›· ÔÏϤ˜ ÊÔÚ¤˜ ·Ú·Î¿ÌÙÔÓÙ·È. E›Ó·È, ı· ϤÁ·ÌÂ, ¤Ó· ÂÈÛÙÔÏÔÁÚ·ÊÈÎfi ›‰Ô˜ ÂÈÎÔÓÈÎÔ‡ ¯·Ú·ÎÙ‹Ú·, ÙÔ ÔÔ›Ô ·ÚÔ˘ÛÈ¿˙ÂÈ fiÏ· Ù· ¯·Ú·ÎÙËÚÈÛÙÈο ÙÔ˘ ÚÔÊÔÚÈÎÔ‡ ÏfiÁÔ˘ fiˆ˜ ÙÔ ‡ÊÔ˜, ÙËÓ Ù·¯‡ÙËÙ· Î·È ÙÔÓ ÁψÛÛÈÎfi ÎÒ‰Èη (Henriette-Toussaint 2000) . X¿ÚË Û’ ·˘Ù¿ Ù· ÂÈÎÔÈÓˆÓȷο ¯·Ú·ÎÙËÚÈÛÙÈο ‰È·ÈÛÙÒÓÔ˘Ì fiÙÈ ÙÔ ËÏÂÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô ¯ÚËÛÈÌÔÔÈÂ›Ù·È Â˘Ú¤ˆ˜ ·fi ÙÔ˘˜ Ó¤Ô˘˜ ›Ûˆ˜ ÂÚÈÛÛfiÙÂÚÔ ÎÈ ·fi ÙËÓ ·Ó·˙‹ÙËÛË

ÏËÚÔÊÔÚÈÒÓ ÛÙÔ ‰È·‰›ÎÙ˘Ô. T·˘Ùfi¯ÚÔÓ· ‰È·ÈÛÙÒÓÔ˘Ì fiÙÈ Û˘ÓÙÚ¤¯Ô˘Ó Î·È Û˘Ó·ÈÛıËÌ·ÙÈÎÔ› ÏfiÁÔÈ: Ë ·ÔÛÙÔÏ‹ ÌËÓ˘Ì¿ÙˆÓ ‰›ÓÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· ¿ÌÂÛ˘ ÂÈÎÔÈÓˆÓ›·˜ Ì ÙÔÓ ¿ÏÏÔ ÍÂÂÚÓÒÓÙ·˜ ÚÔÛˆÈÎÔ‡˜ ÂÓ‰ÔÈ·ÛÌÔ‡˜ (Marceau 2001). EÈϤÔÓ, Â›Ó·È ¤Ó· ̤ÛÔ ÂÏ΢ÛÙÈÎfi Ô˘ ÚÔÛʤÚÂÈ ¯·Ú¿, Ù·¯‡ÙËÙ· Î·È ÊÙËÓ‹ Û˘Ó·ÏÏ·Á‹ (Karsenty 2001). E¿Ó fï˜ ÙÔ ËÏÂÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô Ì·˜ ÂÈÙÚ¤ÂÈ Ó· ÊÏ˘·ÚÔ‡ÌÂ, ‰ÂÓ ÛËÌ·›ÓÂÈ Î·È fiÙÈ Ì·˜ ÂÍ·ÛÊ·Ï›˙ÂÈ ÌÈ· ÔÈfiÙËÙ· Ì¿ıËÛ˘. Y¿Ú¯ÂÈ ÌÈ· Û‡Á¯˘ÛË ·Ó¿ÌÂÛ· ÛÙËÓ ÚÔÙÂÚ·ÈfiÙËÙ· Ô˘ ‰›ÓÂÙ·È ÛÙÔ Ì¤ÛÔ (ˆ˜ ̤ÛÔ ÂÈÎÔÈÓˆÓ›·˜) Û ۯ¤ÛË Ì ÙËÓ ÔÈfiÙËÙ· ÙÔ˘ ÂÚȯÔ̤ÓÔ˘. AÓ Î·È ıˆÚԇ̠fiÙÈ ·ÔÙÂÏ› ÂÍ·ÈÚÂÙÈ΋ ¢ηÈÚ›· ÂÈÎÔÈÓˆÓ›·˜, Â›Ó·È Ù·˘Ùfi¯ÚÔÓ· ÎÈ ¤Ó· ÂÚÈ‚¿ÏÏÔÓ Ô˘ Û˘Ì‚¿ÏÏÂÈ ÛÙËÓ ·Ó¿Ù˘ÍË ÁψÛÛÈÎÒÓ Î·È Ù¯ÓÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ fiˆ˜ Ë ÔÚÁ¿ÓˆÛË È‰ÂÒÓ, Ë ·Ú·ÁˆÁ‹ ÁÚ·ÙÔ‡ ÏfiÁÔ˘, Ë ¯Ú‹ÛË Ù¯ÓÔÏÔÁÈÎÒÓ ÂÚÁ·Ï›ˆÓ. K·Ïԇ̷ÛÙ ÏÔÈfiÓ ÌÂÙ¿ ·fi ·˘Ù¤˜ ÙȘ ‰È·ÈÛÙÒÛÂȘ Ó· ÂÍÂÙ¿ÛÔ˘Ì Ò˜ ÌÔÚԇ̠ӷ ÂÎÌÂÙ·ÏÏ¢ıԇ̠ÙË ¯Ú‹ÛË ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ ÛÙËÓ Ì·ıËÛȷ΋ ‰È·‰Èηۛ· Î·È Ó· ‰ÈηÈԇ̷ÛÙ ӷ ÌÈÏԇ̠ÁÈ· ‰È‰·ÎÙÈ΋ ¯Ú‹ÛË ÙÔ˘ ÛÙÔ Û¯ÔÏ›Ô. H ¯Ú‹ÛË ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ ÌÔÚ› Ó· ÛÙËÚȯÙ› Û 3 ¿ÍÔÓ˜: ·) EÎÌ¿ıËÛË Ù¯ÓÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Ì¤Û· Û’ ¤Ó· Ï·›ÛÈÔ Û˘ÓÂÚÁ·ÙÈ΋˜ Ì¿ıËÛ˘:·˘Ùfi ÛËÌ·›ÓÂÈ fiÙÈ ÔÈ ‰ÂÍÈfiÙËÙ˜ ·ÔÎÙÒÓÙ·È ¿ÓÙ· ̤۷ Û’ ¤Ó· Ï·›ÛÈÔ Ú·ÁÌ·ÙÔÔ›ËÛ˘ ÂÓfi˜ ۯ‰›Ô˘ ÂÚÁ·Û›·˜ ÎÈ fi¯È ÛÙÔ Ì¿ıËÌ· ·˘Ùfi ηı·˘Ùfi Ù˘ ÏËÚÔÊÔÚÈ΋˜ fiˆ˜ ‰È‰¿ÛÎÂÙ·È Û‹ÌÂÚ· (Pouts-Lajus 1998). ¢ÂÓ ˘¿Ú¯ÂÈ ‰ËÏ·‰‹ Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ· ·ÊÈÂڈ̤ÓÔ ÛÙËÓ ÂÎÌ¿ıËÛË Ù¯ÓÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Ô‡Ù ÁÈ· ÙÔÓ ÂÎ·È‰Â˘ÙÈÎfi Ô‡Ù ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜. ¶ÚfiÎÂÈÙ·È ÁÈ· ÌÈ· Ú·ÁÌ·ÙÈ΋ Ì¿ıËÛË Ì¤Ûˆ ‰Ú¿Û˘, Â›Ó·È ÙÔ ¤ÌÌÂÛÔ ·ÔÙ¤ÏÂÛÌ· ÌÈ·˜ ·È‰·ÁˆÁÈ΋˜ ‰Ú·ÛÙËÚÈfiÙËÙ·˜ Ô˘ ¢ÓÔÂ›Ù·È Î˘Ú›ˆ˜ ηٿ ÙË ‰È¿ÚÎÂÈ· ÙˆÓ ÍÂÓfiÁψÛÛˆÓ Ì·ıËÌ¿ÙˆÓ fiÏˆÓ ÙˆÓ ÂÈ¤‰ˆÓ (Perriault 2002). ‚) AÓ¿Ù˘ÍË ÁψÛÛÈÎÒÓ Î·È ÎÔÈÓˆÓÈÔÁψÛÛÈÎÒÓ ‰ÂÍÈÔÙ‹ÙˆÓ Ì ÛÙfi¯Ô ÔÈ Ì·ıËÙ¤˜: 1. Ó· ÂÌ‰ÒÛÔ˘Ó ÙÔ ÏÂÍÈÏfiÁÈfi ÙÔ˘˜, ÙȘ ÁψÛÛÈΤ˜ ÂÎÊÚ¿ÛÂȘ Î·È Ù· ÁÚ·ÌÌ·ÙÔÛ˘ÓÙ·ÎÙÈο Ê·ÈÓfiÌÂÓ· Ù˘ ÁÏÒÛÛ·˜ Ô˘ Ì·ı·›ÓÔ˘Ó Î·È 2. Ó· ·ÔÎÙ‹ÛÔ˘Ó ÎÔÈÓˆÓÈÔÁψÛÛÈ΋ ÈηÓfiÙËÙ· ÒÛÙ ӷ Â›Ó·È Û ı¤ÛË Ó· ‰È·ÎÚ›ÓÔ˘Ó Ù· ›‰Ë ÏfiÁÔ˘, ÙÔ ‡ÊÔ˜ Î·È Â›Â‰Ô ÏfiÁÔ˘, ‰È·Ï¤ÎÙÔ˘˜ Î·È È‰ÈÔϤÎÙÔ˘˜ ηıÒ˜ Â›Û˘ Ó· ·Ó·ÁÓˆÚ›˙Ô˘Ó ÙÔ˘˜ ‰Â›ÎÙ˜ ÎÔÈÓˆÓÈÎÒÓ Û¯¤ÛÂˆÓ Ô˘ ÙÔ˘˜ ÂÈÙÚ¤Ô˘Ó Ó· ¯ÚËÛÈÌÔÔÈÔ‡Ó Û˘Ì‚·ÙÈΤ˜ ‹ ÌË ÂÎÊÚ¿ÛÂȘ fiÙ·Ó ÂÈÎÔÈÓˆÓÔ‡Ó Ì ¿ÙÔÌ· ¿ÏÏ˘ ÎÔ˘ÏÙÔ‡Ú·˜ (.¯. ÂÎ-

ÊÚ¿ÛÂȘ Ô˘ ηıÔÚ›˙ÔÓÙ·È ·fi ÙÔ˘˜ ηÓfiÓ˜ ¢ÁÂÓ›·˜, Ù˘ÈΤ˜, Â›ÛË̘, ·ÓÂ›ÛË̘, ÎÏ.). Á) K·ÏÏȤÚÁÂÈ· ‰È·ÔÏÈÙÈÛÌÈ΋˜ Û˘Ó›‰ËÛ˘ Ô˘ ·Ê˘Ó›˙ÂÈ Î·È ‰È¢ÎÔχÓÂÈ ÙËÓ ÓfiËÛË ÁÈ· ÙË ‰È·ÊÔÚÂÙÈÎfiÙËÙ· ÙˆÓ Í¤ÓˆÓ ÁψÛÛÈÎÒÓ Î·È ÔÏÈÙÈÛÌÈÎÒÓ ÎÔÈÓÔÙ‹ÙˆÓ Î·È ÙËÓ Î·ÏÏȤÚÁÂÈ· Â·ÊÒÓ Ì ̷ıËÙ¤˜ ¿ÏÏˆÓ ÔÏÈÙÈÛÌÒÓ. ¢I¢AKTIKE™ ¶POTA™EI™ °IA TO MA£HMA TH™ °A§§IKH™ °§ø™™A™ 1. N· ·Ó·Ï˘ı› ÌÈ· ‰È‡ı˘ÓÛË ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ: [email protected] TÈ ÛËÌ·›ÓÂÈ: edogor @ univ.paris3 .fr [email protected] TÈ ÛËÌ·›ÓÂÈ: mdubois franceguide .com TÈ ·ÓÙÈÚÔÛˆ‡ÂÈ ÌÈ· ‰È‡ı˘ÓÛË Ô˘ ηٷϋÁÂÈ ÛÂ: .edu .com .mil .gov .org ¶ÔÈ· Â›Ó·È Ë ÚԤϢÛË ÌÈ·˜ ‰È‡ı˘ÓÛ˘ Ô˘ ηٷϋÁÂÈ ÛÂ: .uk .jp .ca .fr .de N· ˙ËÙËı› ·fi ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ·ÓÙÈÚÔÛˆ‡ÛÔ˘Ó Î¿ÔÈÔ Û٤ϯԘ ÌÈ·˜ Á·ÏÏÈ΋˜ ÂÙ·ÈÚ›·˜ ·˘ÙÔÎÈÓ‹ÙˆÓ ‹ ̤ÏÔ˜ ΢‚ÂÚÓËÙÈÎÔ‡ Û¯‹Ì·ÙÔ˜ ‹ ÔÚÁ·ÓÈÛÌÔ‡ ‹ ÂÙ·ÈÚ›·˜ ηÏÏ˘ÓÙÈÎÒÓ ‹ Ô›ÎÔ˘ ˘„ËÏ‹˜ Ú·ÙÈ΋˜, οÔÈÔÓ Á¿ÏÏÔ ÙÚ·ÁÔ˘‰ÈÛÙ‹ ‹ ËıÔÔÈfi Î·È Ó· ÚÔÛ·ı‹ÛÔ˘Ó Ó· ‰ËÌÈÔ˘ÚÁ‹-

ÛÔ˘Ó ÙËÓ ËÏÂÎÙÚÔÓÈ΋ ÙÔ˘˜ ‰È‡ı˘ÓÛË. 2. N· Û˘ÌÏËÚˆı› ÙÔ BÈ‚Ï›Ô ¢È¢ı‡ÓÛÂˆÓ ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ Ì ÚÔÛˆÈο ÛÙÔȯ›· Á·ÏÏfiÊˆÓˆÓ ·Ú·ÏËÙÒÓ Ì ÛÙfi¯Ô ÙËÓ ·Ô‰ÂÏÙ›ˆÛË Î·È Ù·ÍÈÓfiÌËÛË ·˘ÙÒÓ ÙˆÓ ÛÙÔȯ›ˆÓ ÛÙ· ÂÍ‹˜ ‰›·: fiÓÔÌ·, ÔÈΛ·, ÂÚÁ·Û›·, ÚÔÛˆÈο ÛÙÔȯ›·. 3. N· Û˘ÓÙ·¯ı› Î·È Ó· ·ÔÛÙ·Ï› ¤Ó· Ì‹Ó˘Ì· Û’ ¤Ó·Ó ‹ ÂÚÈÛÛfiÙÂÚÔ˘˜ Á·ÏÏfiʈÓÔ˘˜ ·Ú·Ï‹Ù˜ ÒÛÙ ӷ οÓÔ˘Ì ¯Ú‹ÛË ÙÔ˘ BÈ‚Ï›Ô˘ ¢È¢ı‡ÓÛˆÓ, ÙÔ˘ ‰›Ô˘ «ÎÔÈÓÔÔ›ËÛË» ‹ ·ÎfiÌ·, «‰ËÌÈÔ˘ÚÁ›· Ó¤·˜ ÔÌ¿‰·˜». T·˘Ùfi¯ÚÔÓ· ÔÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· : ·) Ó· ‰È·Ï¤ÍÔ˘Ó ÁÚ·ÌÌ·ÙÔÛÂÈÚ¿, ‚) Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó ÌÈÎÚ¿ Î·È ÎÂÊ·Ï·›· ÁÚ¿ÌÌ·Ù·, Á) Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó ¯ÚÒÌ· ÛÙÔ ÊfiÓÙÔ ‹ Ù·ÂÙÛ·Ú›·, ‰) Ó· ÂÈÛ¿ÁÔ˘Ó ÂÈÎfiÓ˜, ‰) Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó smileys. 4. N· Û˘ÓÙ·¯ı› Î·È Ó· ·ÔÛÙ·Ï› Ì‹Ó˘Ì· ÛÙÔ ÔÔ›Ô ÂÈÛ˘Ó¿ÙÂÙ·È ·Ú¯Â›Ô (ΛÌÂÓÔ, ‹¯Ô, ʈÙÔÁÚ·Ê›·, ‚›ÓÙÂÔ) ÙÔ ÔÔ›Ô ¤¯ÂÈ ‰ËÌÈÔ˘ÚÁ‹ÛÂÈ ‹ ηÙ‚¿ÛÂÈ ·fi ÙÔ ‰È·‰›ÎÙ˘Ô Ô Ì·ıËÙ‹˜ Ì ÛÎÔfi Ó· ·ÓÙ·ÏÏ¿ÍÂÈ ˘ÏÈÎfi Ì ÙÔ ¿ÙÔÌÔ Ô˘ ·ÏÏËÏÔÁÚ·Ê›. 5. N· ··ÓÙ‹ÛÔ˘Ó ÔÈ Ì·ıËÙ¤˜ ÛÂ Ì‹Ó˘Ì· ÒÛÙ ӷ ÚÔËÁÂ›Ù·È Ë ¤Ó‰ÂÈÍË “Re” (Réponse). TÔ Ì‹Ó˘Ì· ·˘Ùfi ÌÔÚ› Ó· ÂÚȤ¯ÂÈ 3 ‹ 4 ÚÔÙ¿ÛÂȘ ˘fi ÌÔÚÊ‹ ÂÚˆÙ‹ÛˆÓ: ÔÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· ··ÓÙ‹ÛÔ˘Ó ‰È·‰Ô¯Èο ̤۷ ÛÙÔ ›‰ÈÔ ÙÔ Î›ÌÂÓÔ ÙÔ˘ ÌËӇ̷ÙÔ˜. ™Â ‰Â‡ÙÂÚË Ê¿ÛË, Û˘Ó¯›˙Ô˘Ó ÙËÓ ›‰È· ¿ÛÎËÛË ÛÙ¤ÏÓÔÓÙ·˜ ηÈÓÔ‡ÚÈÔ Ì‹Ó˘Ì· –·¿ÓÙËÛË. 6. N· ··ÓÙ‹ÛÔ˘Ó ÔÈ Ì·ıËÙ¤˜ ÛÂ Ì‹Ó˘Ì·: ·) ÊÈÏÈÎfi, ‚) Â›ÛËÌÔ - Â·ÁÁÂÏÌ·ÙÈÎfi. 7. N· Û˘ÓÙ¿ÍÔ˘Ó ÔÈ Ì·ıËÙ¤˜ Ì‹Ó˘Ì·: ·) ÊÈÏÈÎfi, ‚) Â›ÛËÌÔ – Â·ÁÁÂÏÌ·ÙÈÎfi.

8. OÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· ··ÓÙ‹ÛÔ˘Ó ÛÂ Ì‹Ó˘Ì· Ô˘ ÙÔ˘˜ ˙ËÙ¿ Û˘ÁÎÂÎÚÈ̤Ó˜ ÏËÚÔÊÔڛ˜ ·ÊÔ‡ ‰È·‚¿ÛÔ˘Ó ÙÔ ÂÚȯfiÌÂÓÔ Á·ÏÏÈÎÒÓ ˘ÂÚÛ˘Ó‰¤ÛÌˆÓ Ô˘ ¤¯Ô˘Ì ÂÓۈ̷ÙÒÛÂÈ ÛÂ Û˘ÓËÌ̤ÓÔ ·Ú¯Â›Ô ‹ ÛÙÔ ›‰ÈÔ ÙÔ Ì‹Ó˘Ì· Ô˘ ÙÔ˘˜ ¤¯ÂÈ ÛÙ·Ï›. 9. OÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· ·ÔÛ˘ÌȤÛÔ˘Ó ¤Ó· Û˘ÌÈÂṲ̂ÓÔ ·Ú¯Â›Ô Î·È Ó· Û˘ÓÙ¿ÍÔ˘Ó ÌÈ· ÂÚ›ÏË„Ë ÙÔ˘ ·Ú¯Â›Ô˘ Ô˘ ı· ‰È·‚¿ÛÔ˘Ó ·Ô‰›‰ÔÓÙ·˜ ÙȘ ÎÂÓÙÚÈΤ˜ ȉ¤Â˜ ÙÔ˘ ÎÂÈ̤ÓÔ˘, ·Ó·Ù‡ÛÛÔÓÙ·˜ ¤ÙÛÈ ÙȘ ·Ó·Ï˘ÙÈΤ˜ Î·È Û˘ÓıÂÙÈΤ˜ ÈηÓfiÙËÙ¤˜ ÙÔ˘˜. 10. OÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È –·ÊÔ‡ ÔÚ›ÛÔ˘Ì ÙÔ ı¤Ì· ÙÔ˘ ÌËӇ̷ÙÔ˜- Ó· ÙÔ Û˘ÓÙ¿ÍÔ˘Ó ÂΛÓË ÙË ÛÙÈÁÌ‹ ˆ˜ Ì‹Ó˘Ì· ˘„ËÏ‹˜ ÚÔÙÂÚ·ÈfiÙËÙ·˜, ÂÓÂÚÁÔÔÈÒÓÙ·˜ ÙË Û˘ÁÎÂÎÚÈ̤ÓË ÏÂÈÙÔ˘ÚÁ›·. 11. OÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· ‚ÚÔ˘Ó Û ·Ó·Î·ÙÂ̤ÓÔ Î›ÌÂÓÔ ÙȘ ÂÈÛ·ÁˆÁÈΤ˜ Î·È Î·Ù·ÏËÎÙÈΤ˜ ÂÎÊÚ¿ÛÂȘ ·ÏÏ¿ Î·È ÙȘ ˘fiÏÔÈ˜ ÒÛÙ ӷ ˘¿Ú¯ÂÈ ÓÔËÌ·ÙÈ΋ Û˘Ó¤¯ÂÈ·. £· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó ‰È¿ÊÔÚ˜ Ù¯ÓÈΤ˜ (Û‡ÚÛÈÌÔ, ·ÔÎÔ‹, ÂÈÎfiÏÏËÛË). 12. N· Û˘ÌÌÂÙ¿Û¯ÂÈ ÌÈ· Ù¿ÍË Û ÏÔÁÔÙ¯ÓÈ΋ ÂÚÈ¤ÙÂÈ· ÁÚ¿ÊÔÓÙ·˜ ¤Ó· Ì˘ıÈÛÙfiÚËÌ· ÙÔ˘ ÔÔ›Ô˘ Ù· ·ÔÛ¿ÛÌ·Ù· Ù· ÛÙ¤ÏÓÂÈ Û ¤Ó·Ó Û˘ÁÁڷʤ· ÏÔÁÔÙ¤¯ÓË. A˘Ùfi˜ Ì ÙË ÛÂÈÚ¿ ÙÔ˘, ı· ÙÔ˘˜ ··ÓÙ¿ Ì ‰ÈÔÚıÒÛÂȘ ‹ Û¯fiÏÈ·. AÓÙ›ÛÙÔÈ¯Ë ÂÌÂÈÚ›· ¤‰ÂÈÍ fiÙÈ Ë ·ÏÏËÏÔÁÚ·Ê›· ÌÂ Û˘ÁÁڷʤ· ¤‰ˆÛ ÛÙÔ˘˜ Ì·ıËÙ¤˜ ÙË ‰˘Ó·ÙfiÙËÙ· Û‡ÁÎÚÈÛ˘ ‰È·ÊÔÚÂÙÈÎÒÓ ÔÙÈÎÒÓ Û˘ÁÁÚ·Ê‹˜ ÂÓfi˜ ÎÂÈ̤ÓÔ˘ Î·È ÙËÓ ÂÌÂÈÚ›· Ù˘ ·Ú·ÁˆÁ‹˜ ÁÚ·ÙÔ‡ ÏfiÁÔ˘ (Crinon & Gautellier 2001). 13. OÈ Ì·ıËÙ¤˜ ‰‡Ô ‹ Î·È ÂÚÈÛÛfiÙÂÚˆÓ Û¯ÔÏ›ˆÓ ηÏÔ‡ÓÙ·È Ó· Û˘ÌÌÂÙ¿Û¯Ô˘Ó Û ¤Ó· ·È¯Ó›‰È ÂÍÔÌÔ›ˆÛ˘ ÂÈÎÔÈÓˆÓ›·˜ ·›˙ÔÓÙ·˜ ÙÔÓ ÚfiÏÔ ‰ËÌÔÛÈÔÁÚ¿ÊˆÓ Û ÂÊËÌÂÚ›‰·. ¢Ô˘Ï‡ÔÓÙ·˜ ·Ó¿ ÔÌ¿‰Â˜ Û˘ÁÎÂÓÙÚÒÓÔ˘Ó ÙȘ Âȉ‹ÛÂȘ – ¤¯ÔÓÙ·˜ ÚfiÛ‚·ÛË ÛÙÔ ‰È·‰›ÎÙ˘Ô – ‰È·ÌÔÚÊÒÓÔ˘Ó ÙËÓ ÚÒÙË Â›‰ËÛË Ù˘ ÂÊËÌÂÚ›‰·˜ ηıÒ˜ Â›Û˘ ‰ËÌÈÔ˘ÚÁÔ‡Ó ÛًϘ Î·È Ù›ÙÏÔ˘˜ Âȉ‹ÛˆÓ. T·˘Ùfi¯ÚÔÓ·, ¯ÚËÛÈÌÔÔÈÒÓÙ·˜ ÙËÓ ÏÂÈÙÔ˘ÚÁ›· «·ÓÙÈÁÚ·Ê‹/ ÂÈÎfiÏÏËÛË» ÚÔÛı¤ÙÔ˘Ó ·ÔÛ¿ÛÌ·Ù· ·fi Ù· Û¯ÂÙÈο ΛÌÂÓ· ÙÔ˘ ‰È·‰ÈÎÙ‡Ô˘. H ÂÌÂÈÚ›· ¤‰ÂÈÍ fiÙÈ ÔÈ Ì·ıËÙ¤˜ ÏÂÈÙÔ˘ÚÁÔ‡Ó Û˘ÓÂÚÁ·ÙÈο Ì ÛÙfi¯Ô Ó· ηٷÓÔ‹ÛÔ˘Ó ÙË Ó¤· ÁÓÒÛË, Ó· ÙËÓ ·Ó·Ï‡ÛÔ˘Ó, Ó· ÙËÓ ·ÍÈÔÏÔÁ‹ÛÔ˘Ó Î·È Ó· ÙËÓ ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó (ˆ˜ ·Ú¿‰ÂÈÁÌ· ·Ó·Ê¤ÚÔ˘Ì ÙÔ Le P’tit Cantonnier, ÙËÓ ÂÊËÌÂÚ›‰· ÙˆÓ Û¯ÔÏ›ˆÓ Ù˘ ÂÚÈÔ¯‹˜ Royère-de-Vassivière, HenrietteToussaint 2000, Crinon & Gautellier 2001). 14. N· ÍÂÎÈÓ‹ÛÂÈ ·ÏÏËÏÔÁÚ·Ê›· ÌÈ·˜ ÂÏÏËÓfiʈÓ˘ Ù¿Í˘ Ì Á·ÏÏfiʈÓË Ù¿ÍË ÙÔ˘ Â͈ÙÂÚÈÎÔ‡. OÈ Ì·ıËÙ¤˜ ı· ·ÓÙ·ÏÏ¿ÛÛÔ˘Ó È‰¤Â˜, ΛÌÂÓ·, ʈÙÔÁڷʛ˜, Ì˘ÒÓÙ·˜ Ô ¤Ó·˜ ÙÔÓ ¿ÏÏÔÓ

19 ÛÙËÓ ÎÔ˘ÏÙÔ‡Ú· Ù˘ ¯ÒÚ·˜ ÙÔ˘. ™Â ‰Â‡ÙÂÚË Ê¿ÛË, ÌÔÚÔ‡Ó Ó· ÚÔ¯ˆÚ‹ÛÔ˘Ó Û ηٷÛ΢‹ ÎÔÈÓ‹˜ ÈÛÙÔÛÂÏ›‰·˜, ÎÔÈÓ‹˜ ÂÚÁ·Û›·˜ Û’ ¤Ó· ı¤Ì· ÂÚÈ‚·ÏÏÔÓÙÈÎfi ‹ ÔÏÈÙÈÛÌÈÎfi ηÏÏÈÂÚÁÒÓÙ·˜ ÙËÓ ‰È·ÔÏÈÙÈÛÌÈ΋ Û˘Ó›‰ËÛË, ÙËÓ ·Ó¿ÏË„Ë Â˘ı˘ÓÒÓ, ÙÔÓ Û‚·ÛÌfi ÙÔ˘ ¿ÏÏÔ˘. 15. ™Ù· ›‰È· Ï·›ÛÈ· Ì ÙËÓ ÙÂÏÂ˘Ù·›· ‰Ú·ÛÙËÚÈfiÙËÙ· ÎÈÓÂ›Ù·È Î·È ÙÔ ÚfiÁÚ·ÌÌ· eTandem ÙÔ ÔÔ›Ô ÛÙËÚ›˙ÂÙ·È Î·ÙÂÍÔ¯‹Ó ÛÙËÓ ¯Ú‹ÛË ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ ÁÈ· ÙËÓ ÂÎÌ¿ıËÛË ÌÈ·˜ ͤÓ˘ ÁÏÒÛÛ·˜ (ÙÔ ÙËϤʈÓÔ Î·È Ë ÙËωȿÛÎÂ„Ë Â›Ó·È Û·ÊÒ˜ ÈÔ ·Û‡ÌÊÔÚ· ̤۷) (Sprenger 2002). ™Ùfi¯Ô˜ ÙÔ˘ ÚÔÁÚ¿ÌÌ·ÙÔ˜ Â›Ó·È Ó· ˘¿Ú¯Ô˘Ó ‰‡Ô ¿ÙÔÌ· ‰È·ÊÔÚÂÙÈ΋˜ ˘ËÎÔfiÙËÙ·˜ (¯. ¤Ó·˜ ŒÏÏËÓ·˜ ÎÈ ¤Ó·˜ °¿ÏÏÔ˜ Ì·ıËÙ‹˜ ‹ ÊÔÈÙËÙ‹˜) Ù· ÔÔ›· Û˘ÓÂÚÁ¿˙ÔÓÙ·È ÁÈ· Ó· Ì¿ıÔ˘Ó ÙÔ ¤Ó· ÛÙÔ ¿ÏÏÔ ÙË ÁÏÒÛÛ· Ô˘ ÌÈÏ¿ÓÂ. ¢ËÏ·‰‹ ÙÔÓ ÌÈÛfi ¯ÚfiÓÔ ÙÔÓ ¯ÚËÛÈÌÔÔÈ› Ô ŒÏÏËÓ·˜, ÒÛÙÂ Ô °¿ÏÏÔ˜ Û˘ÓÂÚÁ¿Ù˘ ÙÔ˘ Ó· ÁÚ¿ÊÂÈ ÛÙË ÌËÙÚÈ΋ ÙÔ˘ ÁÏÒÛÛ· (ÙË Á·ÏÏÈ΋) Î·È Ô ŒÏÏËÓ·˜ Ó· ··ÓÙ¿ Î·È Ó· ‰ÈÔÚıÒÓÂÙ·È ·fi ÙÔÓ °¿ÏÏÔ. TÔÓ ¿ÏÏÔ ÌÈÛfi ¯ÚfiÓÔ Ù˘ ÂÈÎÔÈÓˆÓ›·˜ ÙÔ˘˜, ÙÔÓ ¯ÚËÛÈÌÔÔÈ› Ô °¿ÏÏÔ˜, ÒÛÙÂ Ô ŒÏÏËÓ·˜ Ó· ÙÔ˘ ÁÚ¿ÊÂÈ ÛÙËÓ ÂÏÏËÓÈ΋ ÁÏÒÛÛ·, Ó· ··ÓÙ¿ Ô °¿ÏÏÔ˜ ÛÙ· ÂÏÏËÓÈο Î·È Ó· ‰ÈÔÚıÒÓÂÙ·È ·fi ÙÔÓ ŒÏÏËÓ·. º˘ÛÈο ‰ÂÓ ÚfiÎÂÈÙ·È ÁÈ· ‰È‰·Ûηϛ· Ù˘ Á·ÏÏÈ΋˜ ÁÏÒÛÛ·˜. ø˜ ÁÂÓÈÎÔ‡˜ ÛÙfi¯Ô˘˜ ÌÔÚԇ̠ӷ ıˆڋÛÔ˘Ì : ·) ÙËÓ ÂÓÛ˘Ó›‰ËÙË ÁÓÒÛË Ù˘ ÏÂÈÙÔ˘ÚÁ›·˜ Ù˘ ÁÏÒÛÛ·˜ Î·È Ù˘ ÂÈÎÔÈÓˆÓ›·˜ Ô˘ ¤¯ÂÈ ¤Ó·˜ Ì·ıËÙ‹˜ ÛÙÔ Â›Â‰Ô Ô˘ ‚Ú›ÛÎÂÙ·È ÙË ÛÙÈÁÌ‹ Ô˘ ÍÂÎÈÓ¿ ÙÔ e-Tandem, ‚) ÙËÓ Ú·ÎÙÈ΋ ÂÍ¿ÛÎËÛË fiÛˆÓ Ì·ı·›ÓÂÈ ÛÙÔ Ì¿ıËÌ· Ù˘ Á·ÏÏÈ΋˜ ÁÏÒÛÛ·˜, Á) ÙËÓ ÈηÓfiÙËÙ· ‰ÈÂÚ‡ÓËÛ˘-·Ó·Î¿Ï˘„˘ ÁÈ· Ó· ÌÔÚ› Ó· ·ÍÈÔÏÔÁ› ÙËÓ Î·ÈÓÔ‡ÚÈ· ÁÓÒÛË, ‰) ÙËÓ ·˘ÙÔÓÔÌ›· ÛÙËÓ ÂÎÌ¿ıËÛË Î·È ÙËÓ ·Ô˘Û›· ¯ÚÔÓÈÎÔ‡ ÂÚÈÔÚÈÛÌÔ‡. ø˜ ÂȉÈÎÔ‡˜ ÛÙfi¯Ô˘˜ ÌÔÚԇ̠ӷ ıˆڋÛÔ˘ÌÂ: ·) ÙËÓ ÁÚ·Ù‹ ηٷÓfiËÛË, ‚) ÙËÓ ÁÚ·Ù‹ ¤ÎÊÚ·ÛË, Á) ÙËÓ ÌÂÙ·ÊÚ·ÛÙÈ΋ ÈηÓfiÙËÙ·, ‰) ÙËÓ ·˘ıÂÓÙÈÎfiÙËÙ· ÛÙÔ Â›Â‰Ô Î·È ‡ÊÔ˜ ÏfiÁÔ˘ Ô˘ ı· ÚÔÛ‰ÈÔÚÈÛÙ› ·fi ÙËÓ ÂÈÎÔÈÓˆÓȷ΋ ÂÚ›ÛÙ·ÛË Î·È ÙËÓ ÎÔÈÓˆÓÈ΋ Û¯¤ÛË Ô˘ ı· ¤¯Ô˘Ó ÔÈ Û˘Ó‰È·ÏÂÁfiÌÂÓÔÈ, Â) ÙËÓ Î·ÏÏȤÚÁÂÈ· ‰È·ÔÏÈÙÈÛÌÈ΋˜ Û˘Ó›‰ËÛ˘ ̤۷ ·fi ·ÓÙ·ÏÏ·Á‹ ·fi„ˆÓ, ÎÚ›ÛÂˆÓ ÁÈ· ÙË Î·ıËÌÂÚÈÓ‹ ˙ˆ‹, ÙȘ ÚÔÛˆÈΤ˜ Î·È Û¯ÔÏÈΤ˜ ÂÌÂÈڛ˜, Ù· ¯fiÌ˘, ÙÔÓ ÙÚfiÔ ˙ˆ‹˜ ÙˆÓ ·ÏÏËÏÔÁÚ·ÊÔ‡ÓÙˆÓ. 16. OÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· ÌÂÙ·ÊÚ¿ÛÔ˘Ó ¤Ó· ÂÏÏËÓÈÎfi ΛÌÂÓÔ Ô˘ ÙÔ˘˜ ÂÛÙ¿ÏË ÛÙËÓ Á·ÏÏÈ΋ ̤۷ ÛÙ· Ï·›ÛÈ· ÚÔÛÔÈËÙ‹˜ ÂÚ›ÙˆÛ˘ ÂÈÎÔÈÓˆÓ›·˜ ·›˙ÔÓÙ·˜ ÙÔÓ ÚfiÏÔ ÌÂÙ·ÊÚ·ÛÙ‹. H ¯Ú‹ÛË ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ ÔÚıÔÁÚ¿ÊÔ˘ Î·È ÙˆÓ on line ÏÂÍÈÎÒÓ ı· ˘Ô¯ÚÂÒÛÂÈ ÙÔ˘˜ Ì·ıËÙ¤˜ Û ÌÈ· ÈÔ ÚÔÛÂÎÙÈ΋ Û‡ÓÙ·ÍË ÁÈ·Ù› ÌÈ· ·ÓÔÚıfiÁÚ·ÊË Ï¤ÍË ı· ÂÌÔ‰›ÛÂÈ ÙËÓ ÔÈfiÙËÙ· Ù˘ ÂÈÎÔÈÓˆÓ›·˜. 17. T· Forums ÏÂÈÙÔ˘ÚÁÔ‡Ó ˆ˜ ¤Ó· ÔÌ·‰ÈÎfi ËÏÂÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô ·ÓÔȯÙfi Û fiÏÔ˘˜, ÛÙÔ ÔÔ›Ô Ô Î¿ı ̷ıËÙ‹˜ ÌÔÚ› Ó· ··ÓÙ‹ÛÂÈ ıÂÙÈο ‹ ·ÚÓËÙÈο Û’ ¤Ó· Ì‹Ó˘Ì· Ô˘ ‰È¿‚·ÛÂ. OÈ Ì·ıËÙ¤˜ ηÏÔ‡ÓÙ·È Ó· Â›Ó·È Û ı¤ÛË Ó· ‰È·ÎÚ›ÓÔ˘Ó ÙÔ ÏÂÈÙÔ˘ÚÁÈÎfi ¯·Ú·ÎÙ‹Ú· ÙˆÓ ‰È·ÊfiÚˆÓ ÂÎÊÚ¿ÛÂˆÓ Ô˘ ÌÔÚÔ‡Ó Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó ÚÔÎÂÈ̤ÓÔ˘ Ó· Û˘ÌÌÂÙ¿Û¯Ô˘Ó Û ÌÈ· ‰È·‰Ú·ÛÙÈ΋ ·ÓÙ·ÏÏ·Á‹ ÌËÓ˘Ì¿ÙˆÓ, Ó· ¤¯Ô˘Ó ÎÚÈÙÈ΋ ÛΤ„Ë Î·È ÂȯÂÈÚËÌ·ÙÔÏÔÁ›·. 18. ™¯ÔÏÈο ‰›ÎÙ˘· Ù˘ E˘ÚÒ˘ ·ÏÏ¿ ΢ڛˆ˜ ÙˆÓ HÓˆÌ¤ÓˆÓ ¶ÔÏÈÙÂÈÒÓ, ˘ÔÛÙËÚ›˙Ô˘Ó ·ÔÛÙÔϤ˜ Ù¿ÍÂˆÓ Û ÂÈÛÙËÌÔÓÈΤ˜ ÂÍÂÚ¢ӋÛÂȘ, ÁÈ· Û˘ÁÎÂÎÚÈ̤ÓÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, ·ÎÔÏÔ˘ıÒÓÙ·˜ ÂÈÛÙ‹ÌÔÓ˜ ÛÙËÓ AÓÙ·ÚÎÙÈ΋, ÛÙÔ Ó·˘¿ÁÈÔ ÙÔ˘ TÈÙ·ÓÈÎÔ‡, Û ڈ̷˚ο ÏÔ›· ‚˘ıÈṲ̂ӷ ÛÙË MÂÛfiÁÂÈÔ, ÛÙË ¯ÏˆÚ›‰· ÙˆÓ ÓËÛÈÒÓ °Î·Ï·¿ÁÎÔ˜, ÛÙËÓ IÛÏ·Ó‰›·, ÌÂÏÂÙÒÓÙ·˜ ÁˆÏÔÁÈο, ‚ÈÔÏÔÁÈο Ê·ÈÓfiÌÂÓ· ηıÒ˜ Â›Û˘ Î·È ÙÔ˘˜ ·ÁÂÙÒÓ˜, Ì ÛÙfi¯Ô ÙËÓ ÚÔÒıËÛË ÙˆÓ ÂÈÛÙËÌÒÓ Î·È Ù˘ Ù¯ÓÔ-

ÏÔÁ›·˜ ÛÙËÓ ÂÎ·›‰Â˘ÛË Î·È ÙËÓ ÂÈÛ·ÁˆÁ‹ ηÈÓÔ‡ÚÁÈˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ ÌÂıfi‰ˆÓ. (Pouts-Lajus 1998, Crinon, Gautellier 2001). A˘Ù¤˜ ÔÈ ÙÂÏÂ˘Ù·›Â˜ ÛÙËÚ›˙ÔÓÙ·È ÛÙË ¯Ú‹ÛË ‰ÔÚ˘ÊfiÚÔ˘, ‰È·‰ÈÎÙ‡Ô˘, ‚ÈÓÙÂÔοÌÂÚ·˜, ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ Ô˘ ÛÙ¤ÏÓÔ˘Ó ÂÈÎfiÓ·, ‹¯Ô Î·È ··ÓÙ‹ÛÂȘ Û ÌËӇ̷ٷ ÙˆÓ Ì·ıËÙÒÓ ‹ ÙˆÓ Î·ıËÁËÙÒÓ, ÔÈ ÔÔ›ÔÈ ·Ú·ÎÔÏÔ˘ıÔ‡Ó ÙȘ ÂÍÂÚ¢ӋÛÂȘ ÙˆÓ ·ÔÛÙÔÏÒÓ ·˘ÙÒÓ Â›Ù Û ۇÁ¯ÚÔÓË Â›Ù Û ·Û‡Á¯ÚÔÓË ÌÔÚÊ‹ Î·È ı¤ÏÔ˘Ó Ó· ·¢ı‡ÓÔ˘Ó ÂÚˆÙ‹ÛÂȘ ÛÙÔ˘˜ ÂÈÎÂÊ·Ï›˜ ÂÈÛÙ‹ÌÔÓ˜ (Mission Spilsberg, Projet Mission to Mars, Projet Jason, le programme de Rescol Canada, Grassroots Program, National Geographic Society, Le monde de Darwin). ¶ÚfiÎÂÈÙ·È ‰ËÏ·‰‹, ÁÈ· ÌÈ· ·˘ıÂÓÙÈ΋ ÚÔÛ¤ÁÁÈÛË ÂÈÚ·Ì·ÙÈ΋˜ ÂÎÌ¿ıËÛ˘ ÙˆÓ ÂÈÛÙËÌÒÓ fiÔ˘ Ë ÏËÚÔÊÔÚÈ΋ Î·È Ù· ‰›ÎÙ˘· ÙËÏÂÈÎÔÈÓˆÓ›·˜ Ù›ıÂÓÙ·È ÛÙËÓ ˘ËÚÂÛ›· ÂÈÛÙËÌÔÓÈÎÒÓ ÂÈÚ·Ì¿ÙˆÓ ÁÈ· Ó· ·ÚÔÙÚ‡ÓÔ˘Ó ÙË Û˘ÓÂÚÁ·Û›· ÌÂٷ͇ ٿ͈Ó, ÌÂٷ͇ Ì·ıËÙÒÓ Î·È ÂÈÛÙËÌfiÓˆÓ-ÂÚ¢ÓËÙÒÓ, ÌÂٷ͇ Û¯ÔÏ›ˆÓ Î·È ÂÈÛÙËÌÔÓÈÎÒÓ ÎÔÈÓÔًوÓ. ¶§EONEKTHMATA / MEIONEKTHMATA TH™ XPH™H™ TOY H§EKTPONIKOY TAXY¢POMEIOY 1. E›Â‰Ô ‰È·ÚÔÛˆÈÎfi: Û¯¤ÛÂȘ ηıËÁËÙÒÓ Ì ̷ıËÙ¤˜ ̤ۈ ÙÔ˘ ËÏÂÎÙÚÔÓÈÎÔ‡ Ù·¯˘‰ÚÔÌ›Ԣ. ¢›ÓÂÙ·È Ë Â˘Î·ÈÚ›· Û fiÏÔ˘˜ ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ÂÈÎÔÈÓˆÓÔ‡Ó Ì ÙÔ˘˜ ηıËÁËÙ¤˜ ÙÔ˘˜ (ÁÈ· ÂÚÁ·Û›Â˜, ·Ôڛ˜, ÏËÚÔÊÔڛ˜) (+). ¢ËÌÈÔ˘ÚÁÂ›Ù·È ÁÚ‹ÁÔÚË Î·È ·ÔÙÂÏÂÛÌ·ÙÈ΋ ÂÈÎÔÈÓˆÓ›· ÙˆÓ Î·ıËÁËÙÒÓ Ì ÙÔ˘˜ Ì·ıËÙ¤˜ ÙÔ˘˜, ÔÔÈ·‰‹ÔÙ ÛÙÈÁÌ‹ Ù˘ Ë̤ڷ˜ (+). ¢›ÓÂÙ·È Ë ‰˘Ó·ÙfiÙËÙ· ·ÏÏËÏÂ›‰Ú·Û˘ Ì ÙÔ˘˜ Ì·ıËÙ¤˜ Û ÚÔÛˆÈÎfi Â›‰Ô, ‰È¢ÎÔχÓÔÓÙ·˜ ‰È·ÎÚÈÙÈΤ˜ ·ÚÂÌ‚¿ÛÂȘ, Û˘Ó·ÈÛıËÌ·ÙÈÎÔ‡ ΢ڛˆ˜ Ù‡Ô˘, ·ÊÔÚÒÓÙ·˜ ·Ì‹¯·ÓÔ˘˜ Ì·ıËÙ¤˜, ÚÔ‚ÏËÌ·ÙÈΤ˜ ηٷÛÙ¿ÛÂȘ, ‰È·ÙËÚÒÓÙ·˜ ¿ÓÙ· ÙËÓ ·ÓˆÓ˘Ì›· ÙˆÓ Ì·ıËÙÒÓ (+). ¶ÔÏÏÔ› ηıËÁËÙ¤˜ ›Ûˆ˜ ıˆڋÛÔ˘Ó fiÙÈ ‰ÂÛ̇ÔÓÙ·È Û ÌÈ· ·ÓÙ·ÏÏ·Á‹ Ô˘ ‰ÂÓ ÙÂÏÂÈÒÓÂÈ Â‡ÎÔÏ· (-). ¶ÔÏÏÔ› Ì·ıËÙ¤˜ ‰ÂÓ ‰È·ı¤ÙÔ˘Ó ËÏÂÎÙÚÔÓÈÎfi ˘ÔÏÔÁÈÛÙ‹ Î·È ›Ûˆ˜ ·ÈÛı·ÓıÔ‡Ó Û ÌÂÈÔÓÂÎÙÈ΋ ı¤ÛË (-). 2. M·ıËÛÈ·Îfi Â›‰Ô: ¢È¢ÎÔχÓÂÈ ÙËÓ ÚÔÛˆÈ΋ ÂÚÁ·Û›· ÙˆÓ Ì·ıËÙÒÓ (+). ™˘Ì‚¿ÏÏÂÈ ÛÙËÓ ÂÈÙ˘¯›· ÙˆÓ Ì·ıËÙÒÓ Ó· ‰È·¯ÂÈÚÈÛÙÔ‡Ó Î·Ï‡ÙÂÚ· ÙÔÓ ¯ÚfiÓÔ ÙÔ˘˜, Ó· ·Ó·Ù‡ÍÔ˘Ó ÙËÓ ·˘ÙÔÓÔÌ›· ÙÔ˘˜, Ó· ·ÔÎÙ‹ÛÔ˘Ó ÂÚÈÛÛfiÙÂÚË ÂÌÈÛÙÔÛ‡ÓË ÛÙÔÓ Â·˘Ùfi ÙÔ˘˜, Ó· ¿ÚÔ˘Ó ÚˆÙÔ‚Ô˘Ï›· Î·È Ó· Â›Ó·È ÈÔ ÂÈı·Ú¯Ë̤ÓÔÈ (+). YÔ¯ÚÂÒÓÂÈ ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ÛÎÂÊÙÔ‡Ó, Ó· ÌÂÏÂÙ‹ÛÔ˘Ó Î·È Ó· ı¤ÛÔ˘Ó Û˘ÁÎÂÎÚÈ̤Ó˜ ÂÚˆÙ‹ÛÂȘ. TÔ˘˜ ˘Ô¯ÚÂÒÓÂÈ Ó· ·Ú¿ÁÔ˘Ó ÁÚ·Ùfi ÏfiÁÔ (+). AÓ·Ù‡ÛÛÂÈ ÙË Ì·ıËÌ·ÙÈ΋ ÏÔÁÈ΋ ÙˆÓ Ì·ıËÙÒÓ ˘Ô¯ÚÂÒÓÔÓÙ¿˜ ÙÔ˘˜ Ó· ‰È·¯ÂÈÚÈÛÙÔ‡Ó Î·È Ó· Ù·ÍÈÓÔÌ‹ÛÔ˘Ó Ù· ËÏÂÎÙÚÔÓÈο ÙÔ˘˜ ¤ÁÁÚ·Ê· Î·È ÙÔ˘˜ ηıÈÛÙ¿ Âȉ¤ÍÈÔ˘˜ Ó· ÂÈÛ˘Ó¿„Ô˘Ó, Ó· ÔÚÁ·ÓÒÛÔ˘Ó, Ó· Û˘ÌȤÛÔ˘Ó ‹ Ó· ·ÔÛ˘ÌȤÛÔ˘Ó ·Ú¯Â›· (+). OÈ Î·ıËÁËÙ¤˜ Ú¤ÂÈ Ó· ‰È·ı¤ÙÔ˘Ó ¤Ó· Û‡ÛÙËÌ· Ù·ÍÈÓfiÌËÛ˘ ÙˆÓ ËÏÂÎÙÚÔÓÈÎÒÓ ÌËÓ˘Ì¿ÙˆÓ, ‰ËÏ·‰‹ Ó· ÔÚÁ·ÓÒÛÔ˘Ó Î·Ï¿ Ù· ·Ú¯Â›· ÙˆÓ ·ÂÛÙ·ÏÌ¤ÓˆÓ Î·È ÏËÊı¤ÓÙˆÓ ÌËÓ˘Ì¿ÙˆÓ (-). OÈ Ì·ıËÙ¤˜ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ˘ÔÏÔÁÈÛÙ‹ ‹ Ô˘ ‰ÂÓ ¤¯Ô˘Ó ÚfiÛ‚·ÛË ÛÙÔ ÈÓÙÂÚÓÂÙ ‹ Ô˘ ‰ÂÓ Î·Ù¤¯Ô˘Ó ÙȘ ··Ú·›ÙËÙ˜ Ù¯ÓÈΤ˜ ‰ÂÍÈfiÙËÙ˜, ‚Ú›ÛÎÔÓÙ·È Û ÌÂÈÔÓÂÎÙÈ΋ ı¤ÛË (-). ¢ÂÓ Â›Ó·È ¿ÓÙ· ‡ÎÔÏÔ Ó· ··ÈÙÂ›Ù·È Î·Ï‹ ÔÈfiÙËÙ· ÁÚ·ÙÔ‡ ÏfiÁÔ˘, fiÙ·Ó ÔÈ Ì·ıËÙ¤˜ Ȥ˙ÔÓÙ·È ·fi ÙÔÓ ¯ÚfiÓÔ ‹ Ú¤ÂÈ Ó· ÛÎÂÊÙÔ‡Ó ÙȘ ÂÎÊÚ¿ÛÂȘ Ô˘ ı· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ó ÛÙÔÓ Î·ıËÁËÙ‹ ÙÔ˘˜ (-). 3. ™Â ‰È‰·ÎÙÈÎfi Â›‰Ô: EÈÙÚ¤ÂÈ ÙË ‰È·-

¯Â›ÚÈÛË ÙÔ˘ ¯ÚfiÓÔ˘ Î·È ÙËÓ ·Ú·ÎÔÏÔ‡ıËÛË ÙˆÓ Ì·ıËÙÒÓ Û ÂÏ·ÛÙÈο ‹ ÛÙÂÓ¿ ¯ÚÔÓÈο Ï·›ÛÈ· ·Ó¿ÏÔÁ· Ì ÙȘ Ì·ıËÛȷΤ˜ ·Ó¿ÁΘ (+). EÓÈÛ¯‡ÂÈ ÙËÓ ‰È‰·Ûηϛ· ex cathedras ‰›ÓÔÓÙ·˜ ˘ÔÛÙËÚÈÎÙÈ΋ ‡ÏË (+). YÔ¯ÚÂÒÓÂÈ ÛÙË ¯Ú‹ÛË Û˘ÁÎÂÎÚÈ̤ÓÔ˘ ÏÂÍÈÏÔÁ›Ô˘ Ì ·ÎÚȂ›˜ ÁψÛÛÈÎÔ‡˜ fiÚÔ˘˜ (+). MÂÈÒÓÂÈ ÙȘ ʈÙÔÙ˘›Â˜ (+). K·ıÔÚ›˙ÂÈ ÙËÓ ¯ÚÔÓÈ΋ ·Ú¿‰ÔÛË ÙˆÓ ÂÚÁ·ÛÈÒÓ ÙˆÓ Ì·ıËÙÒÓ. T·˘Ùfi¯ÚÔÓ· ‰›ÓÂÈ ¯ÚfiÓÔ Û ̷ıËÙ¤˜ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ó· ·ÈÛı¿ÓÔÓÙ·È Î·ıËÛ˘¯·Ṳ̂ÓÔÈ (+). OÈ Î·ıËÁËÙ¤˜ ı· Ú¤ÂÈ Ó· ‰ÈÔÚıÒÛÔ˘Ó ÙȘ ÂÚÁ·Û›Â˜ ›Ù ÂÎÙ˘ÒÓÔÓÙ¿˜ ÙȘ ›Ù ÛÙËÓ ÔıfiÓË (-). P˘ıÌ›˙ÂÈ Ù· ˆÚ¿ÚÈ· ÂÚÁ·Û›·˜ ÙˆÓ Î·ıËÁËÙÒÓ ÂÎÙfi˜ Û¯ÔÏ›Ԣ (-). ™YM¶EPA™MA TÔ ËÏÂÎÙÚÔÓÈÎfi Ù·¯˘‰ÚÔÌÂ›Ô ıˆÚÂ›Ù·È ÂÎ·È‰Â˘ÙÈÎfi ÂÚÁ·ÏÂ›Ô ÙÔ˘ ÔÔ›Ô˘ Ë ·È‰·ÁˆÁÈ΋ ·Í›· Â›Ó·È ÌÂÙÚ‹ÛÈÌË ÙfiÛÔ ÔÈÔÙÈο fiÛÔ Î·È ÔÛÔÙÈο. H ·ÚÔ‡Û· ÌÂϤÙË ˆÛÙfiÛÔ, ÚÔۂϤÂÈ ÛÙÔ Ó· ‰Â›ÍÔ˘Ì Ò˜ ÔÈ Ì·ıËÙ¤˜ ÂÓfi˜ ÍÂÓfiÁψÛÛÔ˘ Ì·ı‹Ì·ÙÔ˜ ·ÓÙ·ÔÎÚÈÓfiÌÂÓÔÈ Û’ ¤Ó· Ó¤Ô ÂÚÈ‚¿ÏÏÔÓ ¯Ú‹Û˘, Û’ ¤Ó·Ó Ó¤Ô ÙÚfiÔ ÂÈÎÔÈÓˆÓ›·˜ Î·È Û’ ¤Ó·Ó ‰È·ÊÔÚÂÙÈÎfi ÚfiÏÔ, ·Ó·Ù‡ÛÛÔ˘Ó ÂÈÎÔÈÓˆÓȷ΋ ÈηÓfiÙËÙ·, ÁψÛÛÈ΋ – ÎÔÈÓˆÓÈÔÁψÛÛÈ΋ ÈηÓfiÙËÙ·, ÏÂÈÙÔ˘ÚÁÈ΋ – ‰È·‰Ú·ÛÙÈ΋ ÈηÓfiÙËÙ· Î·È ‰È·ÔÏÈÙÈÛÌÈ΋ Û˘Ó›‰ËÛË.

BIB§IO°PAºIA 1. Crinon, J., Gautellier, C. (2001), Apprendre avec le multim?dia et internet. Paris, Retz. 2. e Tandem Europa: http://www.slf.ruhr-unibochum.de/etandem/etindex-fr.html 3. Grassroots Program : http://www.schoolnet.ca/grassroots/e/index.html 4. Henriette-Toussaint, F. (2000), Quelle didactique pour le m?l? http://www.users.skynet.be/ameurant/francifo/mel /index.html 5. Karsenty, T. (2001), Optimiser l’utilisation du courrier ?lectronique comme outil p?dagogique et didactique, http://www.apop.qc.ca/Colloque2001/actes 6. langue fran?aise: http://www.rescol.ca/alasource/f/index.asp 7. Le P’tit Cantonnier, journal des ?coles du canton de Roy?re-de-Vassivi?re: http://www.educreuse23.ac-limoges.fr 8. Le programme de Rescol Canada Rescol ? la source pour les ?coles de 9. Marceau, F.(2001), Le courriel professeur?l?ves: plus de courrier que le p?re No?l, http://www.apop.qc.ca/Colloque2001/actes 10. Mission Spilsberg: http://www.intelcom.fr/polaris 11. National Geographic Society: http://www.nationalgeographic.com/resources/ngo /education/ 12. Perriault, J. (2002), Education et nouvelles technologies. Paris, Nathan. 13. Pouts-Lajus, S., Riche-Magnier, M (1998), L’?cole ? l’heure de l’internet. Les enjeux du multim?dia dans l’?ducation. Paris, Nathan P?dagogie. 14. Programme GLOBE: http://www.jpl.nasa.gov/mars 15. Projet Jason: http://www.jason8.eds.com, http://jasonproject.org 16. Projet Mission to Mars : http://www.moonlink.com 17. Rouquet, N. (1996), Le pr?cipit? verbo scriptural, http//: www .chez.com/ lee/ epistolier.htm 18. Sprenger, R. (2002), Internet et les classes de langues. Paris, Ophrys.

Qu’ évaluent les nouveaux diplômes DELF-DALF? par Constantin TEGOS Le nouveau dispositif DELF-DALF (1), résultat d’ une longue réflexion, s’efforce de consolider l’enseignement du franËais à l’école, de permettre d’obtenir des diplÔmes reconnus dans le monde entier et de favoriser une acquisition de la langue basÈe sur la perspective actionnelle retenue par le Cadre européen commun de référence pour les langues (CECRL). Il s’appuie, en outre, sur des tâches communicatives qualifiées plus légères, plus simples et plus lisibles par leur forme et leur fond. Depuis septembre 2005 chaque diplÔme est indépendant. On peut donc choisir de s’inscrire à un niveau particulier sans devoir obligatoirement prÈsenter les niveaux inférieurs. Pour avoir une idée claire et précise des compétences évaluÈes dans ces 6 niveaux de diplÔmes, nous vous les présentons, en bref, ciaprès : DELF A1: Le niveau, dit de «Découverte». Le DELF A1 valorise les acquis des débutants. L’apprenant est capable d’interactions simples; il peut répondre à des questions sur lui-même, l’endroit où il vit, les gens qu’il connaît et poser le même type de questions. Globalement, son niveau est inférieur à celui de l’ancien DELF A1. DELF A2: Le niveau, dit, de «Survie». Le DELF A2 ouvre sur les rapports sociaux. Il montre que le candidat est capable de mener à bien des échanges simples dans un magasin, un bureau de poste ou une banque, de demander ou de fournir des informations de base, en utilisant les formes de politesse adéquates. DELF B1: Le niveau, dit, «Seuil». À ce stade, le candidat est capable d’ intervenir sans préparation particulière dans des conversations sur des sujets afin de donner et de solliciter des avis argumentés. Il doit également pouvoir faire face à des situations inattendues et parvenir à régler, linguistiquement, les problèmes de la vie quotidienne. DELF B2: Le niveau, dit «Avancé». à cette étape, on attend de l’apprenant qu’il porte un regard critique sur ses compétences. Le principal savoir-faire évalué est l’efficacité de l’argumentation: il faut pouvoir défendre une opinion et développer un point de vue. La langue standard est comprise dans le détail, même dans des conditions de réception difficiles. DALF C1: Le niveau, dit de l’«Autonomie». On exige, alors, une communication aisée et spontanée, avec une bonne maîtrise du lexique et de la grammaire. Le discours doit être structuré, clair, produit sans hésitation et en tenant compte de l’auditoire. C’est le niveau ancien du DALF (B1, B2, B3, B4). DALF C2: Le niveau, dit de la «Maîtrise». À ce dernier échelon, les degrés d’adéquation et d’aisance de la langue autorisent la transmission de subtilités de sens et la reformulation de formulations complexes. Outre les aspects linguistiques, il implique des tâches cognitivement exigeantes. (1) «Réussir Le Nouveau DELF-DALF: A1, A2, B1, B2, C1, C2» EDITIONS TEGOS www.editionstegos.com