Lingua Franca 8 Nov-dec 2006

K.E.M.¶.A£. 4687 ENTY¶O K§EI™TO AP. A¢EIA™ 2013 K.E.M.¶.A£.

KOSMOS BOOK EXHIBITIONS To ηıÈÂڈ̤ÓÔ Û·˜ Ú·ÓÙ‚ԇ £E™™A§ONIKH 22 A¶PI§IOY 2007 MAKEDONIA PALACE A£HNA 28 & 29 A¶PI§IOY 2007 HOLIDAY INN N˜ ÂΉfiÛÂȘ, EÍÂÙ·ÛÙÈÎÔ› ÊÔÚ›˜, ¢È·ÊËÌÈÛÙÈο ¢ÒÚ·, EÍÔÏÈÛÌÔ› K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ, ™ÂÌÈÓ¿ÚÈ· , MÂÁ¿Ï˜ ¶ÚÔÛÊÔÚ¤˜

¢ÈÌËÓÈ·›· ∂ÊËÌÂÚ›‰· ÁÈ· ÙÔÓ ∫Ï¿‰Ô Ù˘ •ÂÓfiÁψÛÛ˘ ∂Î·›‰Â˘Û˘

NÔ

8

NOEM.-¢EKEM. 2006

EK¢O™H: °. ¶AXAKH™ - Œ„ÈÏÔÓ °Ú·ÊÈΤ˜ T¤¯Ó˜ KÏÂÈÛı¤ÓÔ˘˜ 7, 105 52 Aı‹Ó· AÚ. A‰Â›·˜ Y. T‡Ô˘ 3488

Úfi‰ÚÔ˜ ÙÔ˘ E˘Úˆ·˚ÎÔ‡ ¢ÈÎÙ‡Ô˘ °˘Ó·ÈÎÒÓ EȯÂÈÚËÌ·ÙÈÒÓ ÂÍÂϤÁË Ë °ÂÓÈ΋ °Ú·ÌÌ·Ù¤·˜ ÙÔ˘ E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ AıËÓÒÓ Î·È AÓÙÈÚfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘, ΢ڛ· E›Ó·È ÁÂÁÔÓfi˜ fiÙÈ Ë E˘ÚÒË ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘, ηٿ ÙË ‰È¿ÚÎÂÈ· ÁËÚ¿ÛÎÂÈ Î·È ¤¯ÂÈ ·Ó¿ÁÎË ·ÙˆÓ ÂÚÁ·ÛÈÒÓ ÙÔ˘ ¢ÈÔÈÎËÙÈÎÔ‡ ™˘Ì‚Ô˘Ï›fi Ó¤Ô ·›Ì· Î·È ÌÈ· Ó¤· ‰˘Ô˘ ÙÔ˘ E˘ÚˆÂÈÌÂÏËÙËÚ›Ô˘ Ô˘ ¤Ï·‚ ¯ÒÓ·ÌÈ΋ ÛÙÔÓ ÂÚÁ·ÛÈ·Îfi ¯ÒÚ· ÛÙȘ BڢͤÏϘ. TÔ E˘ÚˆÂÈÌÂÏËÙ‹ÚÈÔ ·ÔÙÂÏ› ÙÔ Û˘- ÚÔ ÁÈ· Ó· ˘¿ÚÍÂÈ ÚÔÔÙÈ΋ ÓÙÔÓÈÛÙÈÎfi fiÚÁ·ÓÔ ÙˆÓ E˘Úˆ·˚ÎÒÓ EÈ- ÛÙÔ˘˜ ÛÙfi¯Ô˘˜ Ù˘, Ô˘ ÙËÓ ÌÂÏËÙËÚ›ˆÓ, Ô˘ ÂÎÚÔÛˆ› 16 ÂηÙÔÌ- ı¤ÏÔ˘Ó Ì¤¯ÚÈ ÙÔ 2010 ÙËÓ Ì‡ÚÈ·, ÂÚ›Ô˘, ÂȯÂÈÚ‹ÛÂȘ, ·fi 45 ¯Ò- ÚÒÙË ÔÈÎÔÓÔÌÈ΋ ‰‡Ó·ÌË ÛÙÔÓ ÎfiÛÌÔ. Ú˜. ™ËÌÂÈÒÓÂÙ·È, fiÙÈ Ô ¶Úfi‰ÚÔ˜ Ù˘ KÂÓÙÚÈ΋˜ ŒÓˆÛ˘ EÈÌÂÏËÙËÚ›ˆÓ EÏÏ¿‰Ô˜ Î·È ÙÔ˘ E.B.E. ¶ÂÈÚ·ÈÒ˜ Î. °ÂÒÚÁÈÔ˜ K·ÛÈÌ¿Ù˘ η٤¯ÂÈ ‹‰Ë ÙË M ÂÈÙ˘¯›· ˘ÂÚ„ËÊ›ÛıËÎÂ Ô ÚÔ˘ÔÏÔÁÈÛÌfi˜ ı¤ÛË ÙÔ˘ AÓ·ÏËÚˆÙ‹ ¶ÚÔ¤ÙÔ˘ E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÚ›Ô˘ AıËÓÒÓ ÁÈ· ÙÔ ‰ÚÔ˘ ÙÔ˘ E˘ÚˆÂÈÌÂÏËÙËÚ›Ô˘, 2007. ™ÙË Û˘Ó‰ڛ·ÛË ÙÔ˘ ¢™ Ë ¢ÈÔÈÎËÙÈ΋ EÈÙÚԉȷӇÔÓÙ·˜ Ì ÂÈÙ˘¯›· ÙËÓ ÙÚ›‹ Ô˘ ÂÍÂϤÁË ÛÙȘ ÚfiÛÊ·Ù˜ ÂÎÏÔÁ¤˜ ·ÚÔ˘Û›·ÙË Û˘Ó¯‹ ıËÙ›· ÙÔ˘. Û ¤Ó·Ó ÏÂÔÓ·ÛÌ·ÙÈÎfi ÚÔ¸ÔÏÔÁÈÛÌfi Û˘Ó¯›˙ÔTÔ E˘Úˆ·˚Îfi ¢›ÎÙ˘Ô °˘ÓÙ·˜ Ì ÙÔÓ Î·Ï‡ÙÂÚÔ ÙÚfiÔ ÙÔ ÛËÌ·ÓÙÈÎfi ¤ÚÁÔ Ù˘ Ó·ÈÎÒÓ Â›Ó·È ¤Ó·˜ ÊÔÚ¤·˜ Ô˘ ÚÔËÁÔ‡ÌÂÓ˘ ‰ÈÔ›ÎËÛ˘ Ù˘ η˜ OÈÎÔÓÔÌ¿ÎÔ˘, Ó˘Ó ‰ËÌÈÔ˘ÚÁ‹ıËΠ·fi ÙËÓ K°ÂÓÈ΋˜ °Ú·ÌÌ·Ù¤ˆ˜ Î·È ·ÓÙÈÚÔ¤‰ÚÔ˘ TÔ˘ ¶·ÓÂÏÓÙÚÈ΋ ŒÓˆÛË E˘Úˆ·˚ÎÒÓ ÏËÓ›Ô˘ Û˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ EÈÌÂÏËÙËÚ›ˆÓ, ÚÔÎÂÈ̤ÓÔ˘ °ÏˆÛÛÒÓ. Ó· Û˘Ì‚¿ÏÂÈ ÛÙËÓ ˘ÏÔÔ›ËÛË K·Ù¿ ÙË ‰È¿ÚÎÂÈ· Ù˘ Û˘Ó‰ڛ·Û˘ ˘‹ÚÍ·Ó ·ÚÙˆÓ ÛÙfi¯ˆÓ Ù˘ §ÈÛÛ·‚fiÓ·˜.

¶

MËÓ ÙȘ ¯¿ÛÂÙÂ!!!

ÙËÓ Î·Ù¿ÚÚÈ„Ë ÙˆÓ ÛÙÂÚÂÔÙ‡ˆÓ Î·È ÙËÓ ÂÍÈÛÔÚÚfiËÛË Ù˘ ·Ú¿‰ÔÛ˘ Ì ÙËÓ Û‡Á¯ÚÔÓË Ú·ÁÌ·ÙÈÎfiÙËÙ·, Ô˘ ı¤ÏÂÈ ÙËÓ Á˘Ó·›Î· ÂÓÂÚÁfi ̤ÏÔ˜ Ù˘ ·ÁÔÚ¿˜ ÂÚÁ·Û›·˜. H ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘ ÛÙ· Ù¤ÛT· E˘Úˆ·˚Îfi ¢›ÎÙ˘Ô °˘ÛÂÚ· ¯ÚfiÓÈ· Ù˘ ÚÔ‰ڛ·˜ Ù˘ ÛÙÔ E·ÁÓ·ÈÎÒÓ ‰ËÌÈÔ˘ÚÁ‹ıËΠ̠ÁÂÏÌ·ÙÈÎfi EÈÌÂÏËÙ‹ÚÈÔ AıËÓÒÓ, ·¤‰ÂÈÛÎÔfi ÙËÓ ÚÔÒıËÛË Î·È ˘Í fiÙÈ Â›Ó·È ÌÈ· Á˘Ó·›Î· ÈηӋ Î·È ‰Ú·ÛÙ‹ÔÛÙ‹ÚÈÍË Ù˘ E˘Úˆ·›·˜ ÚÈ·, Ì ·Ó·ÊÔÚ¿ Î·È ·ÚÔ˘Û›· ÛÙËÓ E˘ÛÙÔÓ Â·ÁÁÂÏÌ·ÙÈÎfi ÛÙ›‚Ô, ÚÒË, ηٿÏÏËÏË ÁÈ· Ó· ·Ó·Ï¿‚ÂÈ ÙËÓ ˘„ËÏ‹ ı¤ÛË ÁÈ· ÙËÓ ÔÔ›· ·Ì„ËÊ› ÙËÓ ÂH Î.™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘ Ì ÙÔÓ ¶Úfi‰ÚÔ Í¤ÏÂÍ·Ó ÔÈ Úfi‰ÚÔÈ ÙˆÓ 45 ÂıÓÈÎÒÓ ÂÓÒÙ˘ KÂÓÙÚÈ΋˜ EÓˆÛ˘ EÈÌÂÏËÙËÚ›ˆÓ ÛÂˆÓ ÙˆÓ Â˘Úˆ·˚ÎÒÓ EÈÌÂÏËÙËÚ›ˆÓ. E˘ÚÒ˘ Î·È ¶Úfi‰ÚÔ ÙÔ˘ EBE ¶·ÚÈÛÈÔ‡ Î. Pierre Simon. MÂÙ¿ ÙËÓ ÂÎÏÔÁ‹ Ù˘ Ë Î˘Ú›· OÈÎÔÓÔÌ¿ÎÔ˘ ‰È·‚‚·›ˆÛ ÙȘ ‰ÈÔÈ΋ÛÂȘ ÙˆÓ Â˘Úˆ·˚ÎÒÓ EÈÌÂÏËÙËÚ›ˆÓ, fiÙÈ, ·ÓÙ·ÔÎÚÈÓfiÌÂÓË ÛÙȘ ÚÔÎÏ‹ÛÂȘ ÎÂÙ¤˜ ·ÚÂÌ‚¿ÛÂȘ ·fi ÙÔ˘˜ Û˘Ì‚Ô‡ÏÔ˘˜ Î·È ¤ÌÊ··˘Ù‹˜ Ù˘ ı¤Û˘ ¢ı‡Ó˘, ı· ÛË ‰fiıËΠÛÙ· ÎÔÓ‰‡ÏÈ· ÁÈ· ÙËÓ ÂÎ·›‰Â˘ÛË ÙˆÓ Ì‚ÔËı‹ÛÂÈ ÚÔ˜ ÙËÓ Î·Ù‡ı˘ÓÏÒÓ ÙÔ˘ EÈÌÂÏËÙËÚ›Ô˘. O Î. °ÈÒÚÁÔ˜ ºÏˆÚ¿˜, ̤ÛË ÙˆÓ ÛÙfi¯ˆÓ ÙÔ˘ ¢ÈÎÙ‡Ô˘, ı· ÏÔ˜ ÙÔ˘ ¢ÈÔÈÎËÙÈÎÔ‡ ™˘Ì‚Ô˘Ï›Ô˘, ÛÙËÓ ·Ú¤Ì‚·Û‹ ‰ÈηÈÒÛÂÈ ÙËÓ ÂÎÙ›ÌËÛË Î·È ÙËÓ ÙÔ˘ ÙfiÓÈÛ fiÙÈ ÙÔ EÈÌÂÏËÙ‹ÚÈÔ ‚Ú›ÛÎÂÙ·È Û ÎÚ›ÛÈÌË ÂÌÈÛÙÔÛ‡ÓË ÙˆÓ Â˘Úˆ·˚ÎÒÓ Î·Ì‹ Î·È fiÙÈ ı· Ú¤ÂÈ ÙÔ Ó¤Ô ÚÔ‰ÚÂ›Ô Ó· ÚÔEÈÌÂÏËÙËÚ›ˆÓ ÛÙÔ ÚfiÛˆfi Û·ı‹ÛÂÈ Ó· ÌÂÈÒÛÂÈ ÛËÌ·ÓÙÈο Ù· «ÌË ·Ú·ÁˆÁÈÙ˘, ÙÈÌÒÓÙ·˜ Ù·˘Ùfi¯ÚÔÓ· ÙËÓ Î¿» ¤ÍÔ‰· ÒÛÙ ӷ ·˘Í‹ÛÂÈ ÙÔ˘˜ ‰È·ı¤ÛÈÌÔ˘˜ fiÂÏÏËÓÈ΋ ÂÈÌÂÏËÙËÚȷ΋ ÎÔÈÚÔ˘˜ ÁÈ· ÙËÓ Ô˘ÛÈ·ÛÙÈ΋ ‚Ô‹ıÂÈ·-ÂÎ·›‰Â˘ÛË-˘ÔÓfiÙËÙ· Î·È ÙËÓ K.E.E.E., ÙËÓ ÔÛÙ‹ÚÈÍË ÙˆÓ ÌÂÏÒÓ ÙÔ˘ E·ÁÁÂÏÌ·ÙÈÎÔ‡ EÈÌÂÏËÙËÔ›· Î·È ÂÎÚÔÛˆ› ÛÙÔ fiÚÚ›Ô˘ AıËÓÒÓ. Á·ÓÔ ·˘Ùfi.

¶Úfi‰ÚÔ˜ ÙÔ˘ E˘Úˆ·˚ÎÔ‡ ¢ÈÎÙ‡Ô˘ °˘Ó·ÈÎÒÓ EȯÂÈÚËÌ·ÙÈÒÓ Ë ™ÔÊ›· OÈÎÔÓÔÌ¿ÎÔ˘

M ÂÈÙ˘¯›· „ËÊ›ÛÙËÎÂ Ô ÚÔ¸ÔÏÔÁÈÛÌfi˜ ÙÔ˘ EEA

22o ™YNE¢PIO EUROPALSO

¶ÔÈfiÙËÙ· ˙ˆ‹˜  ÂÍ·ÈÚÂÙÈ΋ ÂÈÙ˘¯›· ‰ÈÂÍ‹¯ıÂÈ ÙËÓ K˘Úȷ΋ 21 I·ÓÔ˘·Ú›Ô˘ 2007, ÙÔ 22Ô ™˘Ó¤‰ÚÈÔ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰ÂÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ •¤ÓˆÓ °ÏˆÛÛÒÓ – Europalso. TÔ ı¤Ì· ÙÔ˘ Û˘Ó‰ڛԢ ‹Ù·Ó «¶ÔÈfiÙËÙ· Zˆ‹˜» Î·È ‹Ù·Ó ·ÊÈÂڈ̤ÓÔ ÛÙËÓ EıÓÈ΋ AıÏËÙÈ΋ OÌÔÛÔÓ‰›· AÙfiÌˆÓ Ì EȉÈΤ˜ AÓ¿ÁΘ (EOM-AMEA). TËÓ ¤Ó·ÚÍË ÙÔ˘ Û˘Ó‰ڛԢ ·ÚËÍÂ Ë ¶Úfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘, η AÓÓ· MÔ˘ÏÓÙÔ‡ÌË: «AÓ·˙ËÙԇ̠ÙËÓ ÔÈfiÙËÙ· ˙ˆ‹˜ ·ÓÙÔ‡, ÛÙÔÓ ¤ÏÂÁ¯Ô ÁÈ· ηχÙÂÚ· ·Á·ı¿ Î·È ˘ËÚÂۛ˜, ÛÙÔÓ ¤ÏÂÁ¯Ô ÁÈ· ÔÈfiÙËÙ· ÛÙȘ ͤÓ˜ ÁÏÒÛÛ˜ fiˆ˜ ¤¯ÂÈ Î·ıÈÂÚÒÛÂÈ ÙÔ Europalso Society for Quality Testing, ÛÙËÓ ·ÓÒÙ·ÙË ÂÎ·›‰Â˘ÛË fiˆ˜ ·˘Ù‹ ·Ú¤¯ÂÙ·È ÛÙ· ·ÓÒٷٷ ÂÎ·È‰Â˘ÙÈο O ˘Ê˘Ô˘ÚÁfi˜ AÓ¿Ù˘Í˘ AÓ. NÂÚ¿ÓÙ˙˘ ·¢ı‡ÓÂÈ È‰Ú‡Ì·Ù·, ÛÙÔÓ ÔÏÈÙÈÛÌfi ÁÈ· Ù· ¯·ÈÚÂÙÈÛÌfi

M

ÌËӇ̷ٷ Ô˘ ‰›ÓÂÈ, ÛÙÔÓ ·ıÏËÙÈÛÌfi ÁÈ· fiϘ ÙȘ ¯·Ú¤˜ Ô˘ ÚÔÛʤÚÂÈ. £· ÂÈÎÂÓÙÚˆıԇ̠fï˜ ÛÙÔÓ ·ÁÒÓ· ÌÂÚÈÎÒÓ ·ÓıÚÒˆÓ, ‰Â›ÁÌ·Ù· Î·È ·Ú·‰Â›ÁÌ·Ù· Ù˘ ÎÔÈÓˆÓ›·˜ Ì·˜, Ô˘ ̤۷ ·Ô ÔÚÁ·ÓÒÛÂȘ ‰ËÌfiÛȘ ‹ ȉȈÙÈΤ˜ ‰›ÓÔ˘Ó ·ÁÒÓ· ÁÈ· Ó· ÚÔÛʤÚÔ˘Ó Î¿ÔÈ· ÔÈfiÙËÙ· ˙ˆ‹˜ ÛÙÔ˘˜ Û˘Ó·ÓıÚÒÔ˘˜ Ì·˜ Ô˘ ˘ÔʤÚÔ˘Ó.» H ÂΉ‹ÏˆÛË ÎÔÚ˘ÊÒıËΠ̠¤Ó· Û˘ÁÎÏÔÓÈÛÙÈÎfi ¯ÔÚ¢ÙÈÎfi ·fi ÔÌ¿‰· ·ıÏËÙÒÓ Ì ·Ó·Ëڛ˜ Ì ÂÈÎÂÊ·Ï‹˜ ÙÔÓ °ÈÒÚÁÔ XÚËÛÙ¿ÎË, ˘‡ı˘ÓÔ XÔÚÔı¿ÙÚÔ˘ ¢·. °È.¶Ô.§Ë. ÙÔ ÎÔÈÓfi ·Ú·ÎÔÏÔ‡ıËÛÂ Û˘ÁÎÏÔÓÈṲ̂ÓÔ ÙËÓ ¯ÔÚ¢ÙÈ΋ ·Ú¿ÛÙ·ÛË ‰‡Ô ¯ÔÚ¢ÙÒÓ Û ·Ó·ËÚÈ΋ ηڤÎÏ· Î·È ‰‡Ô ·ÚÙÈÌÂÏÒÓ ¯ÔÚ¢ÙÚÈÒÓ. OÈ ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 13

John Shaw: Leading the Department of Languages and International Studies ohn Shaw, Head of the Department of Languages and International Studies since 1999, spoke to Lingua Franca about the aims of his Department, the UCLAN Language Examinations, the Times Higher Award and the new TEFL and Master’s courses that will be administered very soon in Greece as well. There have been two main strands to John's leadership of the Department: The first is maintaining and developing a broad portfolio of

J

modern languages. He oversaw the introduction of Chinese and Japanese and for a while was Course Leader of the BA (Hons) Asia Pacific Studies. More recently John is working on introducing Arabic as a major language to add to the existing portfolio. But the most important task is building one of the leading centres for the delivery of EFL, TEFL and Language testing in the country. The Department has a fast growing English language testing ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 3

2

A busy year for TESOL GREECE Lingua Franca caught up with Lilika Kouri, president of TESOL Greece — It has been a busy year for you at TESOL Greece, what do you feel you have accomplished so far? In fact, it's been an extraordinary year. On one hand, all TESOL Greece events were well attended and offered our members a variety of speakers and topics on areas of interest to them. Over the past year, we have had speakers like Herbert Puchta, Christine Niakaris, Hester Lott, Eleni Livaniou, George Pavlidis, Kyriakos Vassilomanolakis, who have presented their views and/or research findings on issues such as Developing Multiple Intelligences, Reading Test Tasks, Learning Difficulties, and Ways to Survive in the EFL Classroom. A wide variety which I hope has been appreciated by our members. On the other, and from the administrative point of view, on its 28th year TESOL Greece seems to be completing a "cycle", and starting a new one, in many ways. After a number of years, we have been able to move the TESOL Greece office to a very central location and make it more accessible to our members. Our new premises are at 17 Kapodistriou Street (1st floor), a block from Kaningos Square (Telephone/Fax: 210/74 88 411). And, TESOL Greece members or those interested in becoming members can visit the office Monday - Friday from 9:00 - 13:00. However, there are more changes: Eleni Giannopoulou, our Executive Secretary, after 25 years of service decided to retire. So, as of January 1st, Ansa Lakioti is our new Executive

Officer. This is why I feel that TESOL Greece is entering a new "era." Eleni had become almost synonymous with TESOL Greece. Very few people could have served a professional association such as TESOL the way she did, and we owe her a lot. But a living organization has to keep developing. New perspectives, new ideas can benefit our organization and can help us Lilika Kouri improve. — So what’s in store for the New Year for TESOL Greece members? I can only answer for the plans up to the Annual Convention on 10 - 11 March. From then on, the new Board will decide. As we speak, the Board is preparing for the TESOL Greece Pita Cutting Event on January 13th at the Oxford University Press premises. Paul Bouniol will "fascinate" our members with his "Magic Tricks for the EFL Classroom." On January 27th, TESOL Greece will celebrate its 6th Annual Event in Patras, "Survival in the EFL Classroom" with speakers such as Michael Robbs, Suzanne Antonaros and Dimitris Siountris, and on February 11th our members can choose from a variety of talks on "Reaching Out to All Students Through Drama, Story Telling and Differentiated Instruction" at the TESOL Greece-Psychiko College Young Learners Event. And, of

course, there's the Annual Convention in March. — This seems to be a full programme. Right? Absolutely. I believe that we are very fortunate in Greece. Throughout the year, there is a plethora of events, exhibitions, conferences, etc. The ELT professional can pick and choose whatever s/he is interested in or needs to know more about. TESOL Greece tries to fill the professional needs of its members and, at the same time, to introduce them to whatever is "new" or of importance in our field internationally. This is the focus of the Annual Convention, as a matter of fact. — What will the convention focus on? Could our readers have a sneak preview of any special guests? Certainly. The theme of the convention is "The Arts, the Crafts, and. . . the Purposes (ESP, EAP, Exams) in ELT." This year, we are looking forward to attending talks on Drama, Theater, Poetry, Drawing, Music, Video, Computers and Internet in the EFL Classroom. Our members will also have the opportunity to be informed on research and practices dealing with English for Academic Purposes (EAP), English for Specific Purposes (ESP), and Exams. The convention takes place at the Hellenic

American Union (Massalias 22, Kolonaki). It will start with a Friday evening party, sponsored by Burlington Books, for the out-oftown presenters, the exhibitors and the sponsors. The Interactive Plenary Pannel will take place on Saturday evening, just before the TESOL Greece Dinner Party. The convention will close with "A Glass of Wine and a Song" party. The Books and Teaching Materials Exhibit will be open throughout the convention for the convenience of the participants. Bessie Dendrinos, Martin Bygate, Martyn Ford and John Halliwell are the invited plenary speakers. I am very happy that Bessie Dendrinos accepted our invitation. She is the leading figure in our field in Greece, and she was very instrumental in founding TESOL Greece, and has been supporting us in many ways all these years. Dr. Dendrinos's topic is "Mediating Between Cultures and Languages, Discources, Genres and Texts." Martin Bygate, is Professor of Applied Linguistics and Language Education at the University of Lancaster, UK. He will discuss "Aspects of the Craft of Teaching the Art of Spoken Language: Exploring Creative Repetition." Martyn Ford from Brighton, UK, is a free lance teacher, teacher trainer, writer and performer. His "Mrs. Hoover Show" has delighted hundreds of our colleagues abroad. This is the first time he will present "The Mrs. ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 6

3

John Shaw: Leading the Department of Languages and International Studies ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1

centre which has developed a placement test called ELET which is used in student recruitment and has also been involved in the ESOL testing project in several countries, including Greece, where the qualification has achieved ASEP recognition. The Department also runs a highly successful undergraduate programme in TESOL, a Certificate in TEFL, and an MA in TESOL. — The UCLAN language examinations are becoming very popular in Greece, what is it that sets them apart from the rest of the recognised exams? Regarding the content of the papers, we look very carefully to include subjects that the students are familiar with. We are very concious of the fact that we dealing with a much younger age group. As our Director of Examinations, Christine Vasey said at the Europalso conference “From a very small beginning with trials and pilot projects, the exams have grown enormously, attracting candidates from all over Greece. In May we are intend to triple the numbers. Now such growth doesn’t just happen. It is the result of the hard work, academic expertise, comittment and vision of a large team of experts in the UK, Greece and Cyprus working together to establish them as the exams of first choice in the Greek market and beyond.” Recently the University of Central Lancashire won the prestigious Times Higher Award for Outstanding Support for Overseas Students. The award judges were impressed by Uclan’s investment, this academic year, in an English language and culture programme in China, where it has a large number of franchised courses. Pat Killingley, director of educational services for the British Council, said: “The range of the programme is impressive, providing excellent support not only in language skills relevant to their subject of study, but also to UK culture and traditions and to the visa and other formalities of entering the UK.” We are also very happy to announce that in collaboration with the Europalso, we will soon be able to deliver in Greece our extremely successful TEFL and Master’s degrees. Both programmes will be run in intensive mode and the tutorials will be delivered by fly-in university lecturers. The Cert in TEFL will include both input seesions as well as observed teaching practice sessions. The teachers will be able to use their own classes for that purpose. The University of Central Lancashire Master’s Degree enables one to develop knowledge and practice in teaching English to non-native speakers of the language. Within the programme there is a fine balance of theory and practice. The programme aims to ñ Provide one with a clear career advantage in this field ñ Develop one’s expertise as an English language Teaching professional ñ Develop awareness of current trends of practice and research in the field ñ To put into teaching practice the linguistic and methodological foundations of TESOL ñ Demonstrate a practical understanding of research methods through the production of substantial individual research in the field of English language teaching and related studies. There are six modules on the course 1. Language Acquisition and Learning 4. Teaching Practicum 2. Methodology in Language Teaching 5. Language Analysis & Intercultural Awareness 3. Course and Materials Design

6. Language Testing and Evaluation There is also a Dissertation of approximately 15,000 words on a research project. A variety of assessment methods is used, including essays, portfolios, presentations projects and examinations.

John Shaw graduated from Queen Mary College University of London with an Upper Second Class Honours in French and Spanish and subsequently with a Post-graduate Certificate in Education from King's College London. John joined the University of Central Lancashire in January 1989 as a Lecturer. In the early 1990s, he went on to co-ordinate the Department's Erasmus exchange programme, which was the second largest in

the UK, and then the Electives Programme in Applied Languages. He has been Head of Department since 1999. the courses offered include : BA (Hons) English Literature, BA (Hons) English Literature and History, Combined Honours Creative Writing, BA (Hons) English Literature and Film & Media and Combined Honours English Literature.

Isabel Donnelly receiving the Times Higher Award

4

Examinations Round Up, May session Awarding Body Cambridge* PET* March session PET* May session FCE*

CAE* CPE*

Fees e

Exam dates Written

Exam dates Oral

Registration dates

85 85 Language Centres 145 Individual Candidates 160 Language Centres 161 Individual Candidates 180 Language Centres 165 Individual Candidates 185

17/03 19/05 12/05

9-19/03 11-21/05 5/05-17/06

– 29/01-02/02 20/2-02/03

13/05

5/05-17/06

20/2-02/03

13/05

5/05-17/06

20/2-02/03

10-15/04

–

Hellenic American Union ECCE ECPE Final 105 Level 2(B1): Level 3 (B2): Level 4 (C1 Level 5 (C2

95 135 150 170

B1 70 B2 120 C1 144 University of Central Lancashire B1 85 B2 110 C1 130 C2 145 Y¶E¶£ K¶° B1 50 K¶° B2 60 K¶° °1 70

19/05 17/03 Edexcel 26/05 26/05 26/05 26/05 Trinity 05/05 05/05 05/05

12/03 12/03 12/03 12/03 01/03 01/03 01/03

13/05/2007 13/05/2007 12/05/2007 12/05/2007 05/05 06/05 05/05

05-16/03/2007 05-16/03/2007 05-16/03/2007 05-16/03/2007 06/05 05/05 06/05

15-31/01 15-31/01 15-31/01

ºÔÚÔÏÔÁÈΤ˜ EÚÁ·ÙÈΤ˜ YÔ¯ÚÂÒÛÂȘ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ IANOYAPIO™ ñ YÔ‚ÔÏ‹ A¶¢ IKA ÙÚÈÌ‹ÓÔ˘ 1/10-31/12 ˆ˜ ÂÍ‹˜ :·. ¯ÂÈÚfiÁÚ·ÊË ‹ ‰ÈÛΤٷ 11-18/1 ·Ó¿ÏÔÁ· Ì ÙÔ ÙÂÏÂ˘Ù·›Ô „ËÊ›Ô AME, ‚. Internet ̤¯ÚÈ 31/1 ñ Afi 20/1 ˘Ô‚ÔÏ‹ ÛÙË ¢.O.Y ÚÔÛˆÚÈÓ‹˜ ‰‹ÏˆÛ˘ ÁÈ· ÙÔ ºMY Ô˘ ·Ú·ÎÚ·Ù‹ıËΠÛÙÔ ‰›ÌËÓÔ 1/11-31/12 ñ M¤¯ÚÈ 31/1 ÏËڈ̋ ÙˆÓ ÂÈÛÊÔÚÒÓ IKA ¢ÂÎÂÌ‚Ú›Ô˘ ñ & ÂȉfiÌ·ÙÔ˜ Õ‰ÂÈ·˜ ¢ÂÎÂÌ‚Ú›Ô˘ ºEBPOYAPIO™ ñ ŒÎ‰ÔÛË Î·È ¯ÔÚ‹ÁËÛË B‚·ÈÒÛÂˆÓ AÔ‰Ô¯ÒÓ ÛÙÔ˘˜ ÂÚÁ·˙fiÌÂÓÔ˘˜ ÁÈ· ÙȘ ·Ô‰Ô¯¤˜ ÙÔ˘˜ ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ¤ÙÔ˘˜. ñ M¤¯ÚÈ 28/2 ÏËڈ̋ ÂÈÛÊÔÚÒÓ IKA I·ÓÔ˘·Ú›Ô˘ & ¢ÒÚÔ˘ XÚÈÛÙÔ˘Á¤ÓÓˆÓ MÈ· ¢ÁÂÓÈ΋ ÚÔÛÊÔÚ¿ ÙÔ˘ £·Ó·ÛË ¶··Ï˘Ì¤ÚË, §ÔÁÈÛÙ‹ ºÔÚÔÙ¯ÓÈÎÔ‡, Û˘Ì‚Ô‡ÏÔ˘ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ ™˘Ó‰¤ÛÌÔ˘ I‰ÈÔÎÙËÙÒÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ (Aη‰ËÌ›·˜ 98-100, Aı‹Ó·, 210 3828539)

* All fees and dates are for the Cambridge examinations conducted by the British Council. * The dates do not apply to the language schools registering through Europalso.

5

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! Ghost Riding Hyphy is a subgenre of hip-hop music and an associated urban culture which originated in the San Francisco Bay Area in around 2000 and is now becoming increasingly well known within mainstream America, if only through the media attention devoted to the phenomenon. Like many movements related to music and other aspects of popular culture, hyphy has its own collection of urban slang expressions. The word itself has its roots in 'hyper', as in 'hyperactive' – 'going hyphy' (alternatively, 'going dumb') is a central tenet of the culture and roughly means having a good time, usually by dancing in an absurdly exaggerated fashion. However, the activity apparently most beloved of hyphy enthusiasts is ghost riding. This involves getting out of a vehicle while it is still slowly rolling, leaving all the doors open, and walking, running or dancing beside it, or even dancing on the roof. Also known as ghost riding the whip ('the whip' being the vehicle in question) or simply ghostin', there are often choreographed performances involving

sophisticated dance moves with several people jumping in and out of the car and on and off the roof. An updated version of car-surfing, ghost riding is already attracting the attention of road safety groups concerned at the not insignificant number of injuries incurred by its followers.

Intellidating Back in the late nineties an exciting new phenomenon emerged which was to transform modern dating speed dating. Aimed at young professionals who were cash-rich, time-poor and looking for love, it offered a way of meeting dozens of potential partners in a single evening. Speed dating is now reported to be the most popular singles event in the UK, and the term has even made it into the pages of The Chambers Dictionary. Nevertheless, there is a certain inevitability in the emergence of a new trend which is seen as a selfconscious backlash against the hectic and sometimes impersonal world of modern courtship. Intellidating, a portmanteau word formed from 'intelligent' and

Source: Chambers Wordwatch Column Editor: Lawrence Mamas (Betsis ELT) [email protected]

'dating', is growing in popularity on both sides of the Atlantic. Billed as the courtship equivalent to the slowfood movement, it is particularly appealing to sensitive souls who balk at the pressures of speed dating, the mundaneness of supermarket singles evenings and the potential pitfalls of Internet dating, and who yearn for a more intellectually stimulating alternative. Intellidaters abhor pubs, bars and clubs, preferring to seek likeminded individuals in more rarefied settings such as museums, galleries and debating societies. At specially organized singles evenings, love is

encouraged to blossom slowly and gently from deep and meaningful conversations over culture and canapés. With many intellidating evenings becoming instant sell-outs, it remains to be seen whether this unhurried, highbrow alternative to the modern dating scene will become influential enough to join its speedier relative on the pages of a future edition of The Chambers Dictionary.

Crowdsourcing Traditionally, companies have had a fairly clear idea of who is working for them. However, as employment laws have become more complicated and the expense of employing regular staff has increased, organizations have been making far greater use of outside workforces. Such 'outsourcing' can involve individual workers or whole companies; outsourced tasks may range from cleaning and washing laundry to highly skilled operations and research. Recently, a new model for using external workforces has emerged. Termed crowdsourcing by Jeff Howe, a writer for Wired magazine,

this concept goes beyond hiring specific individuals or organizations to undertake tasks. Instead, opportunities are opened up to everyone who has access to an Internet connection. Some schemes allow people to do small amounts of (usually low-paid) work in their spare time by taking on advertised tasks or by selling individual pieces of work. Another scheme offers financial rewards for solutions to scientific and technological problems that in-house researchers have failed to solve. Crowdsourcing is not an entirely new concept. However, older forms have tended to rely on altruism. A notable example of this is the online encyclopedia known as Wikipedia. Freely available 'open-source' computer software is also produced using this type of public-spirited collaboration. It seems likely that crowdsourcing will become even more common in the future. Its flexibility appeals to employers and employees alike. And if two heads are better than one, then surely having tens of thousands of heads at your disposal is the best possible position to be in. Source: Chambers Wordwatch

6 What makes a good teacher? I am sure that many teachers have spent a lot of time thinking about all the traits that make a teacher an effective one. Of course, we could mention all the typical characteristics such as being knowledgeable, punctual, enthusiastic, and organized. The truth is that although these characteristics do constitute a good teacher, there are more things that turn a teacher into a mentor and a role model that can influence and shape his/her students’ attitude towards learning. All people are born with the ability to learn. They are ‘programmed’ to learn. The teacher is the one who can make the learning process an unforgettable experience. This can be achieved not only by providing students with hours of lecturing but also by making them interested enough to involve themselves actively in the learning process. The effective teacher should be able to stimulate students’ brain, to generate questions and turn even a boring subject into a masterpiece that attracts everyone’s attention. The first thing that a teacher should do is gain his/her students’ trust. He needs to create a secure and friendly environment that welcomes all students, not only the gifted ones. The teacher should be the coach, the friend who is there to help them and provide them with the power of knowledge that helps every individual become successful in his /her life. Under not circumstances should the

The art of being a teacher Dr.Theodora Papadopoulou [email protected] teacher be an aloof authority figure that only lectures and marks his/her students’ progress. In other words, the teacher should be accessible and willing to spend time knowing his students. According to Jones (1995), academic achievement and student behaviour are highly influenced by the quality of the teacher and student relationship. Supportive and caring teachers motivate their students more than traditional ones. In these cases, students feel the need to do their best in order not to let down the teacher who believes in them. Another important characteristic is politeness. All students should be treated with respect and not be embarrassed in front of their classmates. A teacher should be discreet and accept individual differences. Threats and loud voices do not have a place in a classroom. Screams and tension do not solve any problems. On the contrary, they lead to worse discipline problems. A teacher should also believe that learning is part of life. A person who has lost interest in learning is certainly a bad role model for his/her students. It is well known that students absorb the apathy when they sense it. It is not strange to see students develop into indifferent people who just happen

fears or concerns. Students need to feel valued and respected. The teacher is the one who can make it happen. Last but not least, a teacher should generate a group learning environment by creating a sense of community. A classroom should be the place where everyone is there to accomplish the same goals

to be in a classroom if the teacher has stopped being enthusiastic and thrilled with the subjects he/she teaches. The teacher should provide students with new challenges and surprise them with new ideas. The lesson must not be predictable. Even small changes make the difference. An effective teacher should set high goals for his/her students. He/She should inspire students to go beyond their comfort levels in learning. He/She should encourage his/her students to gather information, assess and evaluate, assimilate and synthesise. Another important trait is the ability to use humour in the classroom. Humour is an excellent deterrent and when used appropriately it can solve many discipline problems. Of course, there is a big difference between humour and ridicule. In other words, an effective teacher should have a good sense of humour. Being a teacher is a very challenging profession. Teachers not only educate young learners but they also set the principles for their future education. A good teacher determines the future attitude of an individual towards learning. This is why the role of the teacher is so important. A teacher should always set a positive learning environment and advocate goal-directed behaviour by encouraging students to set goals for themselves. He/She should also be willing to listen and understand his/her students’ problems,

and learn from one another. In this way children become less competitive and more cooperative. The role of the teacher can not be underestimated. It is the teacher’s excitement and guidance that make students willing to set goals and keep trying until they reach them. As I mentioned before, all people are born with the ability to learn. Our world needs educated people who can open new doors to art and science. No door though can open without a key. A teacher is the key that can open new doors to people who have the desire to learn.

A busy year for TESOL GREECE ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 2

Hoover Show" Meet Brighton's leading landlady!" in Greece. In fact, the Convention will close with this show. John Halliwell is Assistant Professor of TESL/Applied Linguistics at St Michael's College, Vermont, USA. His topic is "Process Grammar: Input, Output and Interaction." For more information your readers can see our website www.tesolgreece.com And of course, there will be approximately fifty professional and commercial concurrent presentations throughout the convention. The preprogramme will be mailed to our members in February. And I'd like to take the opportunity here to thank our sponsors so far the Hellenic American Union for the offer of the premises and for sponsoring two plenary speakers, Oxford University Press and Burlington Books, and all the publishers and exhibitors. This is how non profit, volunteer associations can survive. Our volunteer work is not enough. We need the support of the organizations which are related to the ELT field. It's a "give and take" situation and a number of other organizations and publishers have been able to see this. — What would you like to wish our readers? The best: health, first and foremost. We tend to forget how important it is. And then, all the Light and Joy family, friends and professional accomplishments can bring to their life. And in this Light and Joy, I would like them to include TESOL Greece, and I would like to invite them to join, if they are not members already. Once they come to a Convention or Event they will see what I mean and they will have this feeling of belonging, of "holding hands and forming a circle" to protect and improve our profession in our country and abroad. Thank you for giving me the opportunity to talk about TESOL Greece.

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§OYNTAI ¤ÍÈ ‰Èı¤ÛÈ· ıÚ·Ó›· Ì ÌÏ οıÈÛÌ· Î·È Ì›· ¤‰Ú· ηıËÁËÙ‹ ۯ‰fiÓ Î·ÈÓÔ‡ÚÁÈ·, Û ÙÈÌ‹ ¢ηÈÚ›·˜. TËÏ.: 210 7779247, 210 7753423 Î·È 6973 917112.

7

Comment envisager l’ introduction de la seconde langue étrangère au primaire? Une question de familiarisation, non d’ enseignement «pur» Par Constantin TEGOS elon le programme détaillé de l’Institut Pédagogique et le matériel proposé(1), l’introduction de la seconde langue étrangıre (franËais ou allemand) à partir de la 5ème classe du primaire est destinée à confronter de très jeunes enfants avec la langue choisie d’une façon amusante et ludique. Le but est de les familiariser très tôt avec une seconde langue étrangère, la première étant l’anglais. Il s’agira donc d’éveil et d’initiation à la seconde langue étrangère. Dans l’éveil et l’initiation à la seconde langue, il est primordial que les enfants éprouvent le plus de plaisir possible lors de leurs premiers contacts avec la seconde langue choisie. Il est beaucoup plus important que les enfants gagnent une grande confiance en soi dans cette nouvelle situation linguistique que de leur imposer des connaissances concrètes. L’attitude l’emporte sur le savoir. Dans l’initiation à la seconde langue, les objectifs au niveau des attitudes sont plus importants que ceux dans le domaine des connaissances linguistiques. La réussite se mesure à l’aune du plaisir que prennent les enfants, à

S

leur envie de prendre la parole et d’oser imiter. Une phase d’éveil implique que l’enseignant demeure à chaque instant conscient du fait qu’il s’agit d’un premier contact avec la seconde langue choisie (français ou allemand), dominé par l’aspect «entendre». Il est donné à l’enfant d’entendre plein de nouveaux sons dont il réussit, grâce au contexte (illustration, dialogues très courts et exercices simples liés à des attitudes et conduites familières), à comprendre les grandes lignes. Ainsi, les enfants peuvent se mettre à imiter, mais sans la moindre contrainte, et utiliser déjà quelques mots basiques dans le contexte adéquat, par exemple: Bonjour, bonsoir, au revoir, je m’appelle, j’aime. L’initiation constitue dès lors le passage entre le plaisir d’entendre et/ou de (re)connaître certains éléments et l’envie de les utiliser dans des contextes familiers. Une compréhension plus détaillée viendra plus tard. Il appartient à l’enseignant de voir jusqu’où il peut pousser dans le groupe qu’il a devant lui. Le passage de l’éveil à l’initiation n’est

pas toujours bien défini. Beaucoup dépend aussi du groupe avec lequel on travaille et des connaissances déjà acquises par ces enfants. Des études scientifiques(2) ont démontré que de très jeunes enfants qui apprennent des langues étrangères en jouant, acquièrent plus facilement une prononciation «near native speaker». Le fait d’apprendre très tôt une langue étrangère et de se familiariser avec une seconde, crée des conditions favorables pour l’apprentissage ultérieur d’autres langues étrangères. ∞ cet égard, en voici les trois objectifs qui ressortent de la directive européenne: i. Chaque citoyen européen parle,

outre sa langue maternelle, deux autres langues européennes. ii. L’initiation aux langues (étrangères) commence au plus tard à l’âge de huit ans. iii. La formation des enseignants doit être adaptée. L’éveil et l’initiation à une seconde langue étrangère contribuent chez l’enfant au développement d’un sens des langues plus général et ils influencent donc favorablement le développement de la langue maternelle. Le contact avec une, deux ou plusieurs langues étrangères créent également une ouverture vers d’autres cultures, une prise de conscience de sa propre et d’une autre identité. On apprend le respect envers «l’autre» individu. C’est ce qu’on appelle la «compétence interculturelle».

Enfin, il faut souligner l’intérêt et l’ importance que portent les parents à l’apprentissage des langues étrangères. En effet, ce sont souvent les parents qui sont demandeurs d’une initiation aux langues étrangères pour leurs très jeunes enfants. Les parents sentent la curiosité de leurs enfants pour tout ce qui est nouveau et ils sont parfaitement conscients de la plusvalue professionnelle et économique que représentera plus tard leur plurilinguisme. (1) http://www.pi-schools.gr/lessons/french/ Liste des méthodes agréées, dont «Bonjour les enfants 1 & 2» EDITIONS TEGOS: www.editionstegos.com (2) Directive européenne: JO des CE14/06/2002, C142 et COM 2002, 72, 13.02.2002

TÂÏԇ̠EÙ‹ÛÈÔ MÓËÌfiÛ˘ÓÔ IøANNH M¶OYKOYBA§A ÙËÓ K˘Úȷ΋ 11.2.07 Î·È ÒÚ· 9.30 .Ì. ÛÙÔÓ IÂÚfi N·fi AÁ›ˆÓ AÔÛÙfiÏˆÓ EÏÂ˘Û›Ó·˜

8

¢È·Ù·Ú·¯‹ EÏÏÂÈÌÌ·ÙÈ΋˜ ¶ÚÔÛÔ¯‹˜-YÂÚÎÈÓËÙÈÎfiÙËÙ· ¶. BÔÛÙ¿Ó˘ ηٿÛÙ·ÛË ·˘Ù‹ ÂÚÈÁÚ¿ÊÂÈ ·È‰È¿ Ô˘ ¤¯Ô˘Ó Úfi‚ÏËÌ· ‰È¿Û·Û˘ Ù˘ ÚÔÛÔ¯‹˜ ÙÔ˘˜ Î·È ÛˆÌ·ÙÈ΋˜ ˘ÂÚ‰Ú·ÛÙËÚÈfiÙËÙ·˜. ™˘¯Ó¿ ϤÁÂÙ·È Î·È "˘ÂÚÎÈÓËÙÈ΋ ‰È·Ù·Ú·¯‹". T· ‚·ÛÈο ¯·Ú·ÎÙËÚÈÛÙÈο ÙˆÓ ·È‰ÈÒÓ Ì ·˘Ùfi ÙÔ Úfi‚ÏËÌ· Â›Ó·È ·ÚÔÛÂÍ›·, ‰È¿Û·ÛË (Ù˘ ÚÔÛÔ¯‹˜) Î·È ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·. ™˘ÌÂÚÈÊÔÚÔÏÔÁÈο, ·˘Ùfi ÌÂÙ·ÊÚ¿˙ÂÙ·È ˆ˜ ·ÓÈηÓfiÙËÙ· Ú‡èÌÈÛ˘ Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜. T· ·È‰È¿ ÌÔÚ› Ó· ¤¯Ô˘Ó ‰˘ÛÎÔÏ›· ·ÊÔÛ›ˆÛ˘ ÛÙËÓ Û¯ÔÏÈ΋ ÂÚÁ·Û›· ‹ ÛÙÔ Ó· ·ÎÔ‡Ó ÙȘ ˘ԉ›ÍÂȘ ÛÙÔ Û›ÙÈ. A˘Ùfi ÌÔÚ› Ó· ¤¯ÂÈ ·ÚÓËÙÈ΋ Â›‰Ú·ÛË ÛÙË Ì¿ıËÛË Î·È ÙËÓ ÂÈÎÔÈÓˆÓ›·. T· Û˘ÌÙÒÌ·Ù· ‹ ÔÈ ·ÈÙÈ¿ÛÂȘ Ú¤ÂÈ Ó· Â›Ó·È ·ÚfiÓÙ· ÁÈ· ÙÔ˘Ï¿¯ÈÛÙÔÓ 6 Ì‹Ó˜, Î·È Û˘Ó‹ıˆ˜ ÍÂÎÈÓÔ‡Ó ÛÙËÓ ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·. T· ·È‰È¿ ·˘Ù¿ ¤¯Ô˘Ó Â›Û˘ Û˘¯Ó¿ ÁψÛÛÈΤ˜ ‰˘ÛÎÔϛ˜ ‹ ÂȉÈΤ˜ Ì·ıËÛȷΤ˜ ·Ó¿ÁΘ. Y¿Ú¯Ô˘Ó ‰È·ÊÔÚÂÙÈΤ˜ ·ÓÙÈÏ‹„ÂȘ ÁÈ· ÙËÓ ADHD ·Ó¿ ÙÔÓ ÎfiÛÌÔ Î·È Ë ‰È¿ÁÓˆÛË Î·È Ë ıÂÚ·›· ·ÏÏ¿˙Ô˘Ó Ì ٷ¯‡ÙËÙ·. ™Â ÌÂÚÈΤ˜ ¯ÒÚ˜, ȉȷ›ÙÂÚ· ÛÙȘ H¶A, Ë ‰È¿ÁÓˆÛË ÂÚÈÏ·Ì‚¿ÓÂÈ ¤Ó· ÂÚÈÔÚÈṲ̂ÓÔ Â‡ÚÔ˜ Û˘ÌÂÚÈÊÔÚÒÓ Î·È ¤ÙÛÈ Ù· ·È‰È¿ ‰È·ÁÈÁÓÒÛÎÔÓÙ·È Ì ¢ÎÔÏ›· Î·È ·ÓÙÈÌÂÙˆ›˙ÔÓÙ·È Ì ʿÚ̷η. ™ÙÔÓ ˘fiÏÔÈÔ ÎfiÛÌÔ, Ë ADHD ‰ÂÓ ·Ó·ÁÓˆÚÈ˙fiÙ·Ó Â‡ÎÔÏ·, ̤¯ÚÈ ÚÈÓ ·fi Ï›Á· ¯ÚfiÓÈ·. ¶Ôχ Û˘¯Ó¿ ÌÔÚ› Ó· Û˘Á¯˘ÛÙ› Ì ÂÓ·ÓÙȈ̷ÙÈο ÚÔ‚Ï‹Ì·Ù· (ÂÈıÂÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿) ‹ ÌÂÌÔӈ̤Ó˜ ‰˘ÛÎÔϛ˜ ÔÈ Ôԛ˜ Â›Ó·È Ì¤ÚÔ˜ Ù˘ Ê˘ÛÈÔÏÔÁÈ΋˜ ·Ó¿Ù˘Í˘ Î·È ‰ÂÓ ··ÈÙÔ‡Ó ·ÓÙÈÌÂÙÒÈÛË. °È' ·˘ÙÔ‡˜ ÙÔ˘˜ ÏfiÁÔ˘˜ Î·È ÚÔÎÂÈ̤ÓÔ˘ Ó· ·ÔÊ¢¯ı› Ë Û‡Á¯˘ÛË ÙˆÓ ÁÔÓ¤ˆÓ, Â›Ó·È ÛËÌ·ÓÙÈÎfi Ù· ·È‰È¿ Ó· ·ÍÈÔÏÔÁËıÔ‡Ó ÛˆÛÙ¿ ηÈ, ÂÊfiÛÔÓ Â›Ó·È ·Ó·Áη›Ô, Ó· ·ÓÙÈÌÂÙˆÈÛÙÔ‡Ó ‚¿ÛÂÈ ·˘ÛÙËÚÒÓ ÎÏÈÓÈÎÒÓ Ô‰ËÁÈÒÓ.

H

EȉËÌÈÔÏÔÁ›· H ADHD ‰ÂÓ Â›Ó·È ÙfiÛÔ Û˘¯Ó‹ fiÛÔ ÈÛÙ‡ÂÙ·È. ¶·ÚfiÏÔ Ô˘ ÔÏÏ¿ ·È‰È¿, ȉ›ˆ˜ ·ÁfiÚÈ·, ÌÔÚÔ‡Ó Ó· ¯·Ú·ÎÙËÚÈÛÙÔ‡Ó ˘ÂÚÎÈÓËÙÈο ‹ ·Ó›Î·Ó· Ó· ηı›ÛÔ˘Ó ‹Û˘¯· ‹ Ó· Û˘ÁÎÂÓÙÚˆıÔ‡Ó ÁÈ· ÌÂÁ¿ÏÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, Ë Ú·ÁÌ·ÙÈ΋ ÎÏÈÓÈ΋ ÔÓÙfiÙËÙ· ··ÈÙ› ¤Ó·Ó Û˘ÁÎÂÎÚÈ̤ÓÔ ·ÚÈıÌfi Û˘Ó˘·Ú¯fiÓÙˆÓ ‰˘ÛÎÔÏÈÒÓ. A˘Ù¤˜, Èı·ÓÒ˜, ÚÔÛ‚¿ÏÏÔ˘Ó 1 ÛÙ· 100 ·È‰È¿ οو ÙˆÓ 11 ÂÙÒÓ. E›Ó·È ÈÔ Û˘ÓËıÈṲ̂ÓË, ÛÙ· ·ÁfiÚÈ· ·' fiÙÈ ÛÙ· ÎÔÚ›ÙÛÈ· ÂÚ›Ô˘ ÙÚÈÏ¿ÛÈ·. K·ıÒ˜ Ë ÛˆÌ·ÙÈ΋ ˘ÂÚÎÈÓËÙÈÎfiÙËÙ· ‚ÂÏÙÈÒÓÂÙ·È Ì ÙËÓ ËÏÈΛ·, Ï›Á· Â›Ó·È ·ÎfiÌË ÁÓˆÛÙ¿ ÁÈ· ÙËÓ Ê‡ÛË ·˘ÙÒÓ ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ ÛÙËÓ ÂÊ˂›· Î·È ÙËÓ ÌÂÙ¤ÂÈÙ· ˙ˆ‹. E›Ó·È Èı·Ófi, ÔÈ ˘ÔÏÂÈfiÌÂÓ˜ ‰˘ÛÎÔϛ˜ Ó· Û˘Ó‰¤ÔÓÙ·È Î˘Ú›ˆ˜ Ì ÙËÓ ÈηÓfiÙËÙ· Û˘ÁΤÓÙÚˆÛ˘ ÙÔ˘ Ó·ÚÔ‡ ·ÙfiÌÔ˘ ‹ ÙËÓ ÎÔÈÓˆÓÈ΋ ˆÚÈÌfiÙËÙ·, ·ÚfiÏÔ Ô˘ Ë ÙÂÏÂ˘Ù·›· ‰ÂÓ ·ÔÙÂÏ› ‰È·ÁÓˆÛÙÈÎfi ¯·Ú·ÎÙËÚÈÛÙÈÎfi. MÂٷ͇ ÙÔ˘ 30% Î·È ÙÔ˘ 50% ÙˆÓ ·È‰ÈÒÓ Ì ADHD ¤¯Ô˘Ó Â›Û˘ ÚÔ‚Ï‹Ì·Ù· Û˘ÌÂÚÈÊÔÚ¿˜ (ÂÓ·ÓÙȈ̷ÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿) Î·È ·˘Ùfi˜ Ô Û˘Ó‰˘·ÛÌfi˜ Â›Ó·È ÈÔ ‰‡ÛÎÔÏÔ Ó· ·ÓÙÈÌÂÙˆÈÛÙ›.

™˘ÌÙÒÌ·Ù· T· ·È‰È¿ Ì ADHD ·ÚÔ˘ÛÈ¿˙Ô˘Ó Ù· ·Ú·Î¿Ùˆ ¯·Ú·ÎÙËÚÈÛÙÈο ÛËÌ›·: — AÓËÛ˘¯›· Î·È ˘ÂÚÎÈÓËÙÈÎfiÙËÙ·. ¢ÂÓ Ì¤ÓÔ˘Ó ÁÈ· Ôχ ÛÙÔ ›‰ÈÔ Ì¤ÚÔ˜ ‹ οÓÔ˘Ó ÙËÓ ›‰È· ‰Ú·ÛÙËÚÈfiÙËÙ·. — ™ÙÚÈÊÔÁ˘Ú›˙Ô˘Ó Ó¢ÚÈο, ÌÈÏÔ‡Ó ·ÛÙ·Ì¿ÙËÙ· Î·È ‰È·ÎfiÙÔ˘Ó ÙÔ˘˜ ¿ÏÏÔ˘˜ fiÙ·Ó ÌÈÏÔ‡Ó. — ¢È·Û¿Ù·È ‡ÎÔÏ· Ë ÚÔÛÔ¯‹ ÙÔ˘˜ Î·È ‰ÂÓ ÔÏÔÎÏËÚÒÓÔ˘Ó Î·ÌÈ¿ ÂÚÁ·Û›·. — TÔ Â‡ÚÔ˜ ÚÔÛÔ¯‹˜ ÙÔ˘˜ Â›Ó·È ÂÚÈÔÚÈṲ̂ÓÔ Î·È ‰ÂÓ ÌÔÚÔ‡Ó Ó· Û˘ÁÎÂÓÙÚˆıÔ‡Ó Û ÂÚÁ·Û›Â˜ Ô˘ ··ÈÙÔ‡Ó ÂÚ›Û΄Ë.

– EÌÊ·Ó›˙Ô˘Ó ·ÚÔÚÌËÙÈÎfiÙËÙ·, Í·ÊÓÈο οÓÔ˘Ó Ú¿ÁÌ·Ù· ¯ˆÚ›˜ Ó· Ù· ÛÎÂÊÙÔ‡Ó. — A‰˘Ó·ÙÔ‡Ó Ó· ÂÚÈ̤ÓÔ˘Ó ÙË ÛÂÈÚ¿ ÙÔ˘˜ ÛÙËÓ Ù¿ÍË, Û ·È¯Ó›‰È·, ÛÙË Û˘˙‹ÙËÛË ‹ Û ¿ÏÏË ÎÔÈÓˆÓÈ΋ ηٿÛÙ·ÛË. T· ·È‰È¿ Ì ADHD Û˘Ó‹ıˆ˜ ¤¯Ô˘Ó Ê˘ÛÈÔÏÔÁÈ΋ ‰È·ÓÔËÙÈ΋ ÈηÓfiÙËÙ·. MÂÚÈο ·È‰È¿ fï˜ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÌÔÚ› Â›Û˘ Ó· ¤¯Ô˘Ó ADHD. MÔÚ› ·ÎfiÌË Ó· ¤¯Ô˘Ó Î·È ¿ÏϘ ‰˘ÛÎÔϛ˜, ÔÈ Ôԛ˜ ‰ÂÓ Â›Ó·È Ù˘ÈΤ˜ (‰È·ÁÓˆÛÙÈΤ˜) Ù˘ ηٿÛÙ·Û˘, ·ÏÏ¿ Ì¿ÏÏÔÓ ‰Â˘ÙÂÚÔÁÂÓ›˜ ÏfiÁˆ Ù˘ Â›‰Ú·Û˘ ÙˆÓ ÚÔ·Ó·ÊÂÚı¤ÓÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ: — T· ·È‰È¿ Ì ADHD ÌÔÚ› Ó· ¤¯Ô˘Ó ηı˘ÛÙÂÚË̤ÓË ·Ó¿Ù˘ÍË ÏfiÁÔ˘. — Œ¯Ô˘Ó ‰˘ÛÎÔϛ˜ ÛÙËÓ ·Ó¿ÁÓˆÛË. — M¤ÓÔ˘Ó ›Ûˆ ÛÙȘ Û¯ÔÏÈΤ˜ ÂÚÁ·Û›Â˜. A˘Ùfi ÌÔÚ› Â›Û˘ Ó· Û˘Ó‰Âı› Ì ÙËÓ ·‰˘Ó·Ì›· ÙÔ˘˜ Ó· Û˘ÁÎÂÓÙÚˆıÔ‡Ó Î·È Ó· Ì¿ıÔ˘Ó Ó¤Â˜ ÏËÚÔÊÔڛ˜, ȉȷ›ÙÂÚ· Û ÌÂÁ·Ï‡ÙÂÚ˜ Ù¿ÍÂȘ. — E›Ó·È ÎÔÈÓˆÓÈο ·ÓÒÚÈÌ· Î·È ‰˘ÛÎÔχÔÓÙ·È Ó· ·Ó·Ù‡ÛÛÔ˘Ó Î·È Ó· ‰È·ÙËÚÔ‡Ó ÊÈϛ˜. — Œ¯Ô˘Ó ¯·ÌËÏ‹ ÂÌÈÛÙÔÛ‡ÓË ÛÙÔÓ Â·˘Ùfi ÙÔ˘˜, ·ÈÛı¿ÓÔÓÙ·È fiÙÈ Â›Ó·È ·ÓfiËÙÔÈ, Û˘Ó‹ıˆ˜ ÁÈ·Ù› ‰ÂÓ Ì·ı·›ÓÔ˘Ó ÙfiÛÔ ÁÚ‹ÁÔÚ· fiÛÔ Ù· ¿ÏÏ· ·È‰È¿. — Œ¯Ô˘Ó Û˘Ó˘¿Ú¯ÔÓÙ· ÂÓ·ÓÙȈ̷ÙÈο ÚÔ‚Ï‹Ì·Ù·, fiˆ˜ ÂÈıÂÙÈÎfiÙËÙ·, ‰ÂÓ ·ÓÙ·ÔÎÚ›ÓÔÓÙ·È ÛÙËÓ ÂÈı·Ú¯›· Î·È ¤¯Ô˘Ó ÍÂÛ¿ÛÌ·Ù· ı˘ÌÔ‡. Œ¯Ô˘Ó ·Ó‹Û˘¯Ô ‡ÓÔ, ·ÚÁÔ‡Ó Ó· ÎÔÈÌËıÔ‡Ó Î·È Í˘ÓÔ‡Ó Ôχ ÓˆÚ›˜ ÙÔ Úˆ›. A˘Ùfi Â›Ó·È ÂÍ·ÓÙÏËÙÈÎfi ÁÈ· ÙËÓ ˘fiÏÔÈË ÔÈÎÔÁ¤ÓÂÈ·. ŸÏ· ·˘Ù¿ Ù· ÛËÌ›· ı· Ú¤ÂÈ Ó· Û˘ÁÎÂÓÙÚˆıÔ‡Ó Ì¤Û· Û ÌÂÁ¿ÏË ¯ÚÔÓÈ΋ ÂÚ›Ô‰Ô Î·È Ì¤Ûˆ ‰È·ÊÔÚÂÙÈÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ ÛÙÔ Û›ÙÈ Î·È ÛÙÔ Û¯ÔÏ›Ô. H ¯ÚÔÓÔÏÔÁÈ΋ ËÏÈΛ· ÙÔ˘ ·È‰ÈÔ‡ ı· Ú¤ÂÈ Ó· ÏËÊı› ˘' fi„ÈÓ ÁÈ· ÙËÓ ÂÚÌËÓ›· Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜ ÙÔ˘.

AÓÙÈÌÂÙÒÈÛË Î·È ıÂÚ·›· TÔ ·È‰› ı· Ú¤ÂÈ Ó· ·ÍÈÔÏÔÁËı› ÛˆÛÙ¿ ÚÈÓ Î·Ù·Ï‹ÍÔ˘Ì Û ‰È¿ÁÓˆÛË Î·È ÍÂÎÈÓ‹ÛÂÈ ıÂÚ·›·. H ·ÍÈÔÏfiÁËÛË ÂÚÈÏ·Ì‚¿ÓÂÈ Ù· ·Ú·Î¿Ùˆ: — OÈ ÁÔÓ›˜ ı· Ú¤ÂÈ Ó· ÌÈÏ‹ÛÔ˘Ó ÛÙÔ˘˜ ‰·ÛοÏÔ˘˜ ÁÈ· ÙËÓ ÚfiÔ‰Ô ÙÔ˘ ·È‰ÈÔ‡, ÁÈ· ÙȘ fiÔȘ Ì·ıËÛȷΤ˜ ‹ ÎÔÈÓˆÓÈΤ˜ ‰˘ÛÎÔϛ˜ Î·È ÁÈ· ÙËÓ ÔÌÔÈÔÁ¤ÓÂÈ· ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ ÌÂٷ͇ ÙÔ˘ ÛÈÙÈÔ‡ Î·È ÙÔ˘ Û¯ÔÏ›Ԣ. ™Â ÔÏϤ˜ ÂÚÈÙÒÛÂȘ, ¤Ó· ÛÙ·ıÂÚfi ÂÎ·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ·, ÌÂ Û˘Ìʈӛ· ÁÔÓ¤ˆÓ Î·È ‰·ÛοψÓ, ÚÔÛ·ÚÌÔṲ̂ÓÔ ÛÙȘ ÈηÓfiÙËÙ˜ ÙÔ˘ ·È‰ÈÔ‡, Â›Ó·È ¤Ó· ÈηÓÔÔÈËÙÈÎfi ÚÒÙÔ ‚‹Ì·. - AÓ ÙÔ ·È‰› ··ÈÙ› ÌÈ· ÈÔ ÏÂÙÔÌÂÚ‹ ·ÍÈÔÏfiÁËÛË ÙˆÓ ÁÓˆÛÙÈÎÒÓ ÙÔ˘ ÈηÓÔÙ‹ÙˆÓ (.¯. ·Ó ÌÔÚ› Ó· Û˘ÁÎÂÓÙÚˆı› ÛÙÔ ‚·ıÌfi Ô˘ ·Ó·Ì¤ÓÂÙ·È ·fi ÙËÓ ¯ÚÔÓÔÏÔÁÈ΋ ÙÔ˘ ËÏÈΛ·), ¤Ó· „˘¯ÔÌÂÙÚÈÎfi ÙÂÛÙ ı· ·Ú¿Û¯ÂÈ ¯Ú‹ÛÈ̘ ÏËÚÔÊÔڛ˜. A˘Ùfi ÂÎÙÂÏÂ›Ù·È ·fi Û¯ÔÏÈÎÔ‡˜ Î·È ÎÏÈÓÈÎÔ‡˜ „˘¯ÔÏfiÁÔ˘˜. — H ÙÂÎÌËÚ›ˆÛË Ù˘ ‰È¿ÁÓˆÛ˘ Ù˘ ADHD Á›ÓÂÙ·È Û˘Ó‹ıˆ˜ ·fi ¤Ó· ·È‰Ô„˘¯›·ÙÚÔ, Ï·Ì‚·ÓÔÌ¤ÓˆÓ ˘' fi„ÈÓ ÙˆÓ ÔÚÈÛÌ¿ÙˆÓ ÙˆÓ ‰·ÛÎ¿ÏˆÓ Î·È ÙˆÓ Û¯ÔÏÈÎÒÓ „˘¯ÔÏfiÁˆÓ. ™Â ÌÂÚÈΤ˜ ÂÚÈÙÒÛÂȘ ·›ÚÓÔ˘Ó Ì¤ÚÔ˜ Î·È ·È‰›·ÙÚÔÈ Û' ·˘Ù‹ ÙË ‰È·‰Èηۛ·. H ÎÏÈÓÈ΋ ·ÍÈÔÏfiÁËÛË Ú¤ÂÈ Ó· ÂÚÈÏ·Ì‚¿ÓÂÈ ÈÛÙÔÚÈÎfi ·fi ÙÔ˘˜ ÁÔÓ›˜ Î·È ·Ú·ÙËÚ‹ÛÂȘ ·fi ÙËÓ ÎÏÈÓÈ΋ Î·È ÙÔ Û¯ÔÏ›Ô, ηıÒ˜ ÌÈ· Û‡ÓÙÔÌË Â·Ê‹ ÌÔÚ› Ó· Â›Ó·È ·Ú·Ï·ÓËÙÈ΋. MÈ· Â›ÛÎÂ„Ë ÛÙÔ Û¯ÔÏÂ›Ô Â›Ó·È Â›Û˘ ¤Ó· ηÏfi ÛËÌÂ›Ô ÂÎΛÓËÛ˘ ÁÈ· Ó· Û˘˙ËÙËı› Î·È Ó· ÍÂÎÈÓ‹ÛÂÈ ¤Ó· ÎÔÈÓfi Ï¿ÓÔ ¯ÂÈÚÈÛÌÔ‡. TÔ ·Ó ı· ¯ÚÂÈ·ÛÙ› Ó¢ÚÔÏÔÁÈ΋ ÂͤٷÛË ‹ ¿ÏÏ· È·ÙÚÈο ÙÂÛÙ ı· ÂÍ·ÚÙËı› ·fi ÙËÓ ·ÚÔ˘Û›·, ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ó¢ÚÔÏÔÁÈÎÒÓ ÛËÌ›ˆÓ (Ù· ÔÔ›· ÛËÌÂȈ٤ÔÓ ‰ÂÓ ·ÔÙÂÏÔ‡Ó ¯·Ú·ÎÙËÚÈÛÙÈÎfi Ù˘ ADHD), ‹ ÚÈÓ

9 Ó· ÍÂÎÈÓ‹ÛÂÈ Ê·Ú̷΢ÙÈ΋ ·ÁˆÁ‹. O ¯ÂÈÚÈÛÌfi˜ Ù˘ ADHD Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ ÂÎ·È‰Â˘ÙÈΤ˜ Î·È Ê·ÚÌ·ÎÔÏÔÁÈΤ˜ ıÂÚ·›˜ Î·È ıÂÚ·›˜ Û˘ÌÂÚÈÊÔÚ¿˜. A˘Ù¤˜ ‰ÂÓ ·ÔÎÏ›ÔÓÙ·È ·ÌÔÈ‚·›· Î·È ‰ÂÓ ··ÈÙÔ‡ÓÙ·È ÁÈ· fiÏ· Ù· ·È‰È¿. ¶ÔÏÏ¿ ÂÍ·ÚÙÒÓÙ·È ·fi ÙȘ ·ÓÙÈÏ‹„ÂȘ Î·È ÙȘ ÙÂÎÌËÚȈ̤Ó˜ ·ÔÊ¿ÛÂȘ ÙˆÓ ÁÔÓ¤ˆÓ, fiˆ˜ Â›Û˘ Î·È ·fi ÙËÓ Â›‰Ú·ÛË ÙˆÓ ÂÏÏÂÈÌÌ¿ÙˆÓ ÛÙË ˙ˆ‹ ÙÔ˘ ·È‰ÈÔ‡.

EÚÁ·Û›· Ì ÁÔÓ›˜ - ™ÙÚ·ÙËÁÈΤ˜ Û˘ÌÂÚÈÊÔÚ¿˜ H ʇÛË Î·È ÔÈ Û˘Óı‹Î˜ ÙÔ˘ ÚÔ‚Ï‹Ì·ÙÔ˜ Ú¤ÂÈ Ó· Û˘˙ËÙËıÔ‡Ó Ï‹Úˆ˜ Ì ÙÔ˘˜ ÁÔÓ›˜. H ·Ó·ÁÓÒÚÈÛË - ÚÔÛ‰ÈÔÚÈÛÌfi˜ ÙˆÓ ‰‡ÛÎÔÏˆÓ Û˘ÌÂÚÈÊÔÚÒÓ ı· Ô‰ËÁ‹ÛÂÈ ÛÙË ‰ËÌÈÔ˘ÚÁ›· ÛÙÚ·ÙËÁÈÎÒÓ Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔ Û›ÙÈ Î·È ÛÙÔ Û¯ÔÏÂ›Ô ÁÈ· ÙËÓ Î·Ï‡ÙÂÚË ·ÓÙÈÌÂÙÒÈÛ‹ ÙÔ˘˜ Ì ÛÙ·ıÂÚfi Î·È Û˘ÓÂ‹ ÙÚfiÔ. ŸÙ·Ó ÔÈ ÛÎÔÔ› Î·È ÔÈ Ù¯ÓÈΤ˜ ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È ·fi ÁÔÓ›˜ Î·È ‰·ÛοÏÔ˘˜, Â›Ó·È ÈÔ Èı·Ófi ÙÔ ·È‰› Ó· Ì¿ıÂÈ ÙÈ ·Ó·Ì¤ÓÂÙ·È ·fi ·˘Ùfi Î·È Ó· "¯Ù›ÛÂÈ" ¿Óˆ ÛÙȘ ˘¿Ú¯Ô˘Û˜ ‰˘Ó¿ÌÂȘ ÙÔ˘. OÈ ÁÔÓ›˜ ı· Ú¤ÂÈ Â›Û˘ Ó· Û˘ÌʈӋÛÔ˘Ó ÌÂٷ͇ ÙÔ˘˜ ÛÙÔ ˆ˜ ı· ˘ÈÔıÂÙ‹ÛÔ˘Ó ÌÈ· ÛÙ·ıÂÚ‹ ÚÔÛ¤ÁÁÈÛË Ì ÙÔ ·È‰› ÙÔ˘˜ ·ÎfiÌË Î·È ·Ó ¤¯Ô˘Ó ηٷÓÔ‹ÛÂÈ ‰È·ÊÔÚÂÙÈο Ù· ÚÔ‚Ï‹Ì·Ù· (ÁÈ· ·Ú¿‰ÂÈÁÌ·, Ô ¤Ó·˜ ÁÔÓÈfi˜ ‚ϤÂÈ ÙÔ ·È‰› Û·Ó "¿Ù·ÎÙÔ", ÂÓÒ Ô ¿ÏÏÔ˜ ÂÍËÁ› ÙËÓ Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘ ·È‰ÈÔ‡ ˆ˜ ·ÔÙ¤ÏÂÛÌ· ÌÈ·˜ ·Ó·Ù˘ÛÛfiÌÂÓ˘ ·ÚÚÒÛÙÈ·˜, ÙÔ ıˆÚ› ‰ËÏ·‰‹ "‰È·ÊÔÚÂÙÈÎfi"). H Ú‡ıÌÈÛË Û˘ÌÂÚÈÊÔÚ¿˜ ı· ‚ÔËı‹ÛÂÈ ÛÙË ‚ÂÏÙ›ˆÛË Ù˘ Û˘ÁΤÓÙÚˆÛ˘, ÛÙËÓ ÈÔ Î·Ù¿ÏÏËÏË ·ÓÙ·fiÎÚÈÛË ÛÙȘ ÎÔÈÓˆÓÈΤ˜ ÂÚÈÛÙ¿ÛÂȘ Î·È ÛÙËÓ Ì›ˆÛË ÙˆÓ ÍÂÛ·ÛÌ¿ÙˆÓ ı˘ÌÔ‡ Î·È ÙˆÓ ÂÈıÂÙÈÎÒÓ ÂÎڋ͈Ó.

EÎ·È‰Â˘ÙÈΤ˜ ¶·ÚÂÌ‚¿ÛÂȘ H ı¤ÛË ÙÔ˘ ·È‰ÈÔ‡ ÛÙËÓ Ù¿ÍË Ú¤ÂÈ Ó· ÂÎÙÈÌËı› ‚¿ÛÂÈ ·ÍÈÔÏfiÁËÛ˘ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ, ÎÔÈÓˆÓÈÎÒÓ Î·È „˘¯ÔÏÔÁÈÎÒÓ ÙÔ˘ ·Ó·ÁÎÒÓ. ™ÙËÓ È‰·ÓÈ΋ ÂÚ›ÙˆÛË, Ù· ·È‰È¿ Ì ADHD ·ÓÙ·ÔÎÚ›ÓÔÓÙ·È Î·Ï¿ Û ÌÈÎÚ‹ ÔÌ¿‰· (Ì ÌÂÁ¿ÏË ÚÔÛÔ¯‹ ·fi ÂÓ‹ÏÈΘ) Î·È ÛÙȘ ‰ÔÌË̤Ó˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ (·Ϥ˜ Î·È ÍÂοı·Ú˜ ÂÓÙÔϤ˜ fiÔ˘ ÂϤÁ¯ÂÙ·È Û˘Ó¯Ҙ fiÙÈ Î·Ù·ÓfiËÛ·Ó Î·È Î·Ù¤ÁÚ·„·Ó Ӥ˜ ÏËÚÔÊÔڛ˜). K¿ÙÈ Ù¤ÙÔÈÔ ‰ÂÓ Â›Ó·È ¿ÓÙÔÙ ÂÊÈÎÙfi ÛÙȘ Û˘ÓËıÈṲ̂Ó˜ Û¯ÔÏÈΤ˜ Ù¿ÍÂȘ, fï˜ Ë ÚfiÛıÂÙË ˘ÔÛÙ‹ÚÈÍË Î·È Ë ÚÔÛÔ¯‹ ·fi ÙÔ ‰¿ÛηÏÔ, ηıÒ˜ Î·È Ô Î·ıÔÚÈÛÌfi˜ ÙˆÓ Ì·ıËÛÈ·ÎÒÓ ÛÎÔÒÓ, ÌÔÚ› Ó· Â›Ó·È ·ÚÎÂÙ¿ ÁÈ· Ó· ÎÚ·Ù‹ÛÔ˘Ó ÙÔ ·È‰› ÛÙÔ Û¯ÔÏÂ›Ô fiÔ˘ ÊÔÈÙ¿. OÈ ÎÔÈÓˆÓÈΤ˜ ÙÔ˘ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ú¤ÂÈ Â›Û˘ Ó· ·Ú·ÎÔÏÔ˘ıÔ‡ÓÙ·È ·ÓÙ›ÛÙÔȯ·. °È· ·Ú¿‰ÂÈÁÌ·, Ù· ·È‰È¿ Ì ADHD Û˘Ó‹ıˆ˜ "¯¿ÓÔÓÙ·È" Û ÌÂÁ¿Ï˜ ÔÌ¿‰Â˜ Ì ÌË ‰ÔÌË̤Ó˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ (.¯. ÛÙËÓ ·È‰È΋ ¯·Ú¿), ÔfiÙÂ Î·È ÌϤÎÔ˘Ó Û ÌÂÏ¿‰Â˜. ¶Ú·ÎÙÈΤ˜ Û˘Ì‚Ô˘Ï¤˜ ÁÈ· ÁÔÓ›˜ Î·È ‰·ÛοÏÔ˘˜ ›ӷÈ: — EÓËÌÂÚÒÛÙ ÙÔ ·È‰› ÂÎ ÙˆÓ ÚÔÙ¤ÚˆÓ ÁÈ· ÙÔ ÙÈ ı· οÓÂÈ ‹ ›Ù ÙÔ˘ fiÙÂ Â›Ó·È Ë ÛÂÈÚ¿ ÙÔ˘. — XÚËÛÈÌÔÔÈ‹ÛÙ ·Ϥ˜, ÍÂοı·Ú˜ Î·È ¿ÌÂÛ˜ Ô‰ËÁ›Â˜. XÚËÛÈÌÔÔÈ‹ÛÙ ÌfiÓÔ Ì›· Ô‰ËÁ›· οı ÊÔÚ¿. AÔʇÁÂÙ ÌÂÁ¿Ï˜ Î·È ÔχÏÔΘ ÂÓÙÔϤ˜, fiˆ˜ ÙÔ Ó· ˙Ëٿ٠·fi ÙÔ ·È‰› Ó· οÓÂÈ 2 - 3 Ú¿ÁÌ·Ù· Û˘Á¯ÚfiÓˆ˜. £· ÙÔ ÌÂÚ‰¤„Ô˘Ó. ¶ÚÔ¯ˆÚ‹ÛÙ ÛÙËÓ ÂfiÌÂÓË ‰Ú·ÛÙËÚÈfiÙËÙ· ÌfiÓÔ fiÙ·Ó ÙÔ ·È‰› ¤¯ÂÈ ÔÏÔÎÏËÚÒÛÂÈ ÙËÓ ÚÔËÁÔ‡ÌÂÓË. — K¿ÓÙ ÙȘ ·Û¯Ôϛ˜ ÂӉȷʤÚÔ˘Û˜. — TÔ ·È‰› Ú¤ÂÈ Ó· ¤¯ÂÈ ÛÙ·ıÂÚÔ‡˜ ηÓfiÓ˜ Î·È ÔÈ ÛÙfi¯ÔÈ ‰ÂÓ Ú¤ÂÈ Ó· ·ÏÏ¿˙Ô˘Ó ÛÙËÓ ÔÚ›·: ·Ó, ÁÈ· ·Ú¿‰ÂÈÁÌ·, ·Ó·Ì¤ÓÂÙ ӷ ÛÙ·Ì·Ù‹ÛÂÈ Ó· ¯Ù˘¿ÂÈ Ù· ¿ÏÏ· ·È‰È¿ Î·È ÙÔ Î·Ù·Ê¤ÚÂÈ, ‰ÂÓ ı· Ú¤ÂÈ Ó· ÙÔ˘ ·Ó·ı¤ÛÂÙ ӷ Û˘ÌÌÔÚʈı› Î·È Ì ¿ÏÏ· Ú¿ÁÌ·Ù·, fiˆ˜ ÙÔ Ó· ÓÙ‡ÓÂÙ·È, ÂÎÙfi˜ ÎÈ ·Ó ·˘Ùfi ¤¯ÂÈ Û˘˙ËÙËı› ÚÔËÁÔ˘Ì¤Óˆ˜ Ì·˙› ÙÔ˘. AÏÏÈÒ˜ ı· ¯¿ÛÂÈ ÙÔ ÂӉȷʤÚÔÓ ÙÔ˘ ÁÈ· ÙȘ ÂÚÁ·Û›Â˜ Ô˘ ‰ÂÓ ı· ÌÔÚ¤ÛÂÈ ÔÙ¤ Ó· ÔÏÔÎÏËÚÒÛÂÈ. – AÔʇÁÂÙ ÙȘ ÁÂÓÈ·ÛÂȘ, fiˆ˜ ÙÔ Ó· ÂÚÈ̤ÓÂÙ ӷ Â›Ó·È "ÊÚfiÓÈÌÔ" ‹ Ó· "Û˘ÌÂÚÈʤÚÂÙ·È Î·Ï¿". ¶ÂÚÈÁÚ¿„Ù ÙËÓ ··ÈÙÔ‡ÌÂÓË Û˘ÌÂÚÈÊÔÚ¿ Ôχ ÍÂοı·Ú·, ÌËÓ ˘Ôı¤ÛÂÙ fiÙÈ ÙÔ ·È‰› ͤÚÂÈ ÙÈ ÂÓÓÔ›ÙÂ. — XÚËÛÈÌÔÔÈ‹ÛÙ ÂÈ‚Ú·‚‡ÛÂȘ ÁÈ· ÙËÓ Î·Ï‹ Û˘ÌÂÚÈÊÔÚ¿. OÈ ÂÈ‚Ú·‚‡ÛÂȘ ı· Ú¤-

ÂÈ Ó· ¤¯Ô˘Ó ÓfiËÌ· ÁÈ· ÙÔ ·È‰› Î·È ı· Ú¤ÂÈ Ó· ¤¯Ô˘Ó Û˘ÌʈÓËı› ÂÎ ÙˆÓ ÚÔÙ¤ÚˆÓ Ì·˙› ÙÔ˘. — XÚËÛÈÌÔÔÈ‹ÛÙ ÂÈ‚Ú·‚‡ÛÂȘ Ô˘ ‰›ÓÔ˘Ó ÛÙÔ ·È‰› ¤Ó· ·›ÛıËÌ· ¢ı‡Ó˘ Î·È ÂϤÁ¯Ô˘. — Œ¯ÂÙ ¤Ó· ‰ÔÌË̤ÓÔ ËÌÂÚ‹ÛÈÔ ÚfiÁÚ·ÌÌ·. — Œ¯ÂÙ ÍÂοı·ÚÔ˘˜ ηÓfiÓ˜ Î·È ÚÔ˘Ù›Ó˜. — BÔËı‹ÛÙ ÙÔ Ó· Ì¿ıÂÈ Û ÌÈÎÚ¿ ÎÔÌÌ¿ÙÈ·, ÌÂ Û˘¯Ó¿ ‰È·Ï›ÌÌ·Ù·. — ¢ÒÛÙ ÚÔÛÔ¯‹ ÛÙËÓ Î·Ï‹ Û˘ÌÂÚÈÊÔÚ¿. — EÓÈÛ¯‡ÛÙ ÙȘ ‰˘Ó¿ÌÂȘ ÙÔ˘ Î·È ‚·ÛÈÛÙ›Ù Û' ·˘Ù¤˜. K¿ÓÙ ÙÔ˘ Í·Ó¿ ηٷÓÔËÙfi ÙÔ ÁÈ·Ù› ›ÛÙ ¢¯·ÚÈÛÙË̤ÓÔÈ, ÌËÓ ˘Ôı¤ÙÂÙ fiÙÈ Í¤ÚÂÈ. AÓ ÌË ÙÈ ¿ÏÏÔ Ù· ·È‰È¿ Ì ADHD ¤¯Ô˘Ó ¯·ÌËÏ‹ ·˘ÙÔÂÎÙ›ÌËÛË.

º·Ú̷΢ÙÈ΋ ·ÁˆÁ‹ T· Ê¿Ú̷η ·˘Ù¿ Â›Ó·È Û˘Ó‹ıˆ˜ ‰ÈÂÁÂÚÙÈο ÙÔ˘ KÂÓÙÚÈÎÔ‡ N¢ÚÈÎÔ‡ ™˘ÛÙ‹Ì·ÙÔ˜ (KN™) Î·È ÌÔÚÔ‡Ó Ó· ‚ÔËı‹ÛÔ˘Ó Î¿ÔÈ· ÚÔÛÂÎÙÈο ÂÈÏÂÁ̤ӷ ·È‰È¿ Ì ADHD. BÂÏÙÈÒÓÔ˘Ó ÙËÓ ÚÔÛÔ¯‹ Î·È ÌÂÈÒÓÔ˘Ó ÙË Ê˘ÛÈ΋ ·ÓËÛ˘¯›· ÙˆÓ ·È‰ÈÒÓ, ÂËÚ¿˙ÔÓÙ·˜ ̤ÚË ÙÔ˘ ÂÁÎÂÊ¿ÏÔ˘ Ù· ÔÔ›· Ì·˜ ÂÈÙÚ¤Ô˘Ó Ó· ÂϤÁ¯Ô˘Ì Ò˜ Ó· ‰›ÓÔ˘Ì ÚÔÛÔ¯‹ ÛÙÔ ÙÈ Û˘Ì‚·›ÓÂÈ Á‡Úˆ Ì·˜. A˘Ùfi οÓÂÈ ÙÔ ·È‰› ÈÔ ÈηÓfi ÛÙË Ì¿ıËÛË ÙÔ˘ ÂϤÁ¯Ô˘ Ù˘ ÛΤ„˘ Î·È Ù˘ Û˘ÌÂÚÈÊÔÚ¿˜. T· Ê¿Ú̷η ‰ÂÓ ‚ÂÏÙÈÒÓÔ˘Ó ÙËÓ ÂÈıÂÙÈ΋ ‹ ÂÓ·ÓÙȈ̷ÙÈ΋ Û˘ÌÂÚÈÊÔÚ¿, ·ÚfiÏÔ Ô˘ ˘Ô‚ÔËıÔ‡Ó ÙË ÏÂÈÙÔ˘ÚÁ›· ÙˆÓ Ù¯ÓÈÎÒÓ Û˘ÌÂÚÈÊÔÚ¿˜, Û¿˙ÔÓÙ·˜ ÙÔÓ Ê·‡ÏÔ Î‡ÎÏÔ. T· Ê¿Ú̷η ‰ÂÓ Â›Ó·È ·Ó¿ÎÂÈ· Î·È Â›Ó·È ··Ú·›ÙËÙÔ Ó· Û˘ÌÏËÚÒÓÔÓÙ·È Ì ÛÙÚ·ÙËÁÈΤ˜ Û˘ÌÂÚÈÊÔÚ¿˜ ÛÙÔ Û›ÙÈ Î·È ÛÙÔ Û¯ÔÏ›Ô. ¶·Ú¿ÁÔ˘Ó ‚Ú·¯˘ÚfiıÂÛÌË ‚ÂÏÙ›ˆÛË Î·È fi¯È ıÂÚ·›·, ÂÈʤÚÔÓÙ·˜ ÌÈ· ÌÈÎÚ‹ ÂÚ›Ô‰Ô fiÔ˘ ÙÔ ·È‰› ÌÔÚ› Ó· Ì¿ıÂÈ Ó· ÂÍ·ÛΛ Ӥ˜ ÂȉÂÍÈfiÙËÙ˜. H ÂÓ ‰˘Ó¿ÌÂÈ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙËÙ¿ ÙÔ˘˜ Ú¤ÂÈ Ó· Û˘˙ËÙËı› Ì ÙÔÓ ·È‰Ô„˘¯›·ÙÚÔ, ηıÒ˜ Â›Û˘ Î·È ÔÈ ·ÚÂÓ¤ÚÁÂȘ Î·È ÙÔ ÙÈ Ú¤ÂÈ Ó· οÓÔ˘Ó ÔÈ ÁÔÓ›˜. H Ê·Ú̷΢ÙÈ΋ ·ÁˆÁ‹ ¯ÚÂÈ¿˙ÂÙ·È Û˘Ó¯‹ È·ÙÚÈ΋ ·Ú·ÎÔÏÔ‡ıËÛË Î·ıÒ˜ ÌÔÚ› Ó· ¯ÚÂÈ·ÛÙ› Ó· ÛÙ·Ì·Ù‹ÛÂÈ, Ó· ·˘ÍËı› ‹ Ó· ·ÏÏ¿ÍÂÈ Û ¿ÏÏÔ˘ ›‰Ô˘˜ ·ÁˆÁ‹. K·ıÒ˜ ÌÂÚÈο ·fi Ù· Ê¿Ú̷η ·˘Ù¿ ÌÔÚ› Ó· ¯ÚÂÈ·ÛÙ› Ó· Ï·Ì‚¿ÓÔÓÙ·È Î·Ù¿ ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Û¯ÔÏ›Ԣ, ÔÈ ‰¿ÛηÏÔÈ ı· Ú¤ÂÈ Ó· ¤¯Ô˘Ó ÂÓËÌÂÚˆı› Î·È ı· Ú¤ÂÈ Ó· ·Ú·Ì›ÓÔ˘Ó Û˘Ì̤ÙÔ¯ÔÈ ÛÙÔ Ï¿ÓÔ ¯ÂÈÚÈÛÌÔ‡. H ‰È¿ÚÎÂÈ· Ù˘ Ê·Ú̷΢ÙÈ΋˜ ·ÁˆÁ‹˜ ı· ÂÍ·ÚÙËı› ·fi ‰È·ÊfiÚÔ˘˜ ·Ú¿ÁÔÓÙ˜, fiˆ˜ Ë ˆÊ¤ÏÂÈ· Ô˘ ı· ¤¯ÂÈ ÛÙÔ ·È‰›, ÙÔ ·ÔÙ¤ÏÂÛÌ· ÙˆÓ Ù¯ÓÈÎÒÓ Û˘ÌÂÚÈÊÔÚ¿˜ ‹ Ë ·ÓÔ¯‹ Ù˘ ·fi ÙÔ ·È‰›. AÙÔÌÈΤ˜ „˘¯ÔÏÔÁÈΤ˜ / Û˘ÌÂÚÈÊÂÚÔÏÔÁÈΤ˜ Ù¯ÓÈΤ˜. T· ·È‰È¿ Ì ADHD ÌÔÚÔ‡Ó Ó· Ì¿ıÔ˘Ó Ó· ÂϤÁ¯Ô˘Ó ÙȘ ·ÓÙȉڿÛÂȘ ÙÔ˘˜ Ì Ù¯ÓÈΤ˜ Û˘ÌÂÚÈÊÔÚ¿˜ Ô˘ ¤¯Ô˘Ó Û˘ÛÙ·ı› ·fi ÎÏÈÓÈÎÔ‡˜ „˘¯ÔÏfiÁÔ˘˜. A˘Ùfi ÌÔÚ› Ó· ÙÔ˘˜ ‚ÔËı‹ÛÂÈ Ó· Ì¿ıÔ˘Ó Ò˜ Ó· οÓÔ˘Ó Î¿ÙÈ "ÂÎ ÂÚÈÙÚÔ‹˜", Ó· Û˘ÁÎÂÓÙÚÒÓÔÓÙ·È Î·Ï‡ÙÂÚ· ‹ Ó· ÔÏÔÎÏËÚÒÓÔ˘Ó ÂÚÁ·Û›Â˜ ÛÙÔ Û¯ÔÏ›Ô. A˘Ù¤˜ ÔÈ Ù¯ÓÈΤ˜ Ú¤ÂÈ Ó· ¯ÚËÛÈÌÔÔÈÔ‡ÓÙ·È ÛÂ Û˘Ó‰˘·ÛÌfi Ì ·˘Ù¤˜ Ô˘ ‰›ÓÔÓÙ·È ·fi ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ ‰·ÛοÏÔ˘˜. T· ·ÔÙÂϤÛÌ·Ù· ÂÚ¢ÓÒÓ ÁÈ· ÙËÓ Â›‰Ú·ÛË Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ Û˘ÛÙ·ÙÈÎÒÓ ‰È·ÙÚÔÊ‹˜ (.¯. ·˘ÙÒÓ Ô˘ ‚Ú›ÛÎÔÓÙ·È ÛÙ· ·Ù·Ù¿ÎÈ·, ÙȘ ÛÔÎÔÏ¿Ù˜ ‹ ÛÙËÓ Îfiη - ÎfiÏ·) ÛÙ· ˘ÂÚÎÈÓËÙÈο ·È‰È¿ ‰ÂÓ Â›Ó·È Î·Ù·ÏËÎÙÈο. OÈ ÁÔÓ›˜ Û˘¯Ó¿ ·Ó·Ê¤ÚÔ˘Ó fiÙÈ Ù· ·È‰È¿ ÙÔ˘˜ ‰Â›¯ÓÔ˘Ó Î¿ÔÈ· ¢·ÈÛıËÛ›· ÛÂ Û˘ÁÎÂÎÚÈ̤ӷ Ê·ÁËÙ¿. H ·ÏÏ·Á‹ ‰È·ÈÙÔÏÔÁ›Ô˘ ÌÔÚ› Ó· ÂÍÂÙ·ÛÙ› Û' ·˘Ù¤˜ ÙȘ ÂÚÈÙÒÛÂȘ, ·ÏÏ¿ ¯ÚÂÈ¿˙ÂÙ·È ÚÔÛÂÎÙÈ΋ ÂÈ̤ÏÂÈ· Î·È Â›‚ÏÂ„Ë ÁÈ· Ó· ηٷϿ‚Ô˘Ì ·Ó ¤¯ÂÈ ·ÔÙ¤ÏÂÛÌ·.

EÚÁ·Û›· Ì ÁÔÓ›˜ Î·È ÂÚÁ·Û›· Ì ÙÔ Û¯ÔÏÂ›Ô °ÔÓ›˜, ‰¿ÛηÏÔÈ Î·È Î·ıËÁËÙ¤˜ Ú¤ÂÈ Ó· ηٷϿ‚Ô˘Ó ÙËÓ Ê‡ÛË ÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Î·È ÂÓ Û˘Ó¯›· Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÔ˘Ó ÌÈ· Û˘ÓÂ‹ ÚÔÛ¤ÁÁÈÛË ÛÙÔ Û›ÙÈ Î·È Ì¤Û· ÛÙÔ Û¯Ô-

Ï›Ô. ¢È·ÊÔÚÂÙÈο ÙÔ ·È‰› ÌÔÚ› Ó· "ÌÂډ¢Ù›" ·ÎfiÌË ÂÚÈÛÛfiÙÂÚÔ. MÈ· ÏÂÙÔÌÂÚ‹˜ ÂÎ·È‰Â˘ÙÈ΋ - „˘¯ÔÏÔÁÈ΋ ·ÍÈÔÏfiÁËÛË Â›Ó·È ÌÈ· ηϋ ·Ú¯‹ ÁÈ· Ó· ÁÓˆÚ›˙Ô˘Ó fiÏÔÈ ÔÈ ÂӉȷÊÂÚfiÌÂÓÔÈ ÙÈ ÌÔÚ› ÙÔ ·È‰› Ó· οÓÂÈ Î·È ÙÈ fi¯È, .¯. Ó· ηٷϷ‚·›ÓÂÈ ÙËÓ ÈηÓfiÙËÙ¿ ÙÔ˘ Ó· Û˘ÁÎÂÓÙÚÒÓÂÙ·È, Ó· ηٷÁÚ¿ÊÂÈ Ó¤Â˜ ÏËÚÔÊÔڛ˜, Ó· ηٷÓÔ› ·ÊËÚË̤Ó˜ ¤ÓÓÔȘ Î·È Ó· ·ÔÎÙ¿ Ӥ˜ ‰ÂÍÈfiÙËÙ˜. MÈ· ÛÙ·‰È·Î‹ ÚÔÛ¤ÁÁÈÛË, ÁÈ· ·Ú¿‰ÂÈÁÌ· ÌÈÎÚ¿ ·ÏÏ¿ ηı·Ú¿ ‚‹Ì·Ù· ÂÈÙ˘¯›·˜ ÁÈ· Ó· ¯ÙÈÛÙÔ‡Ó ÔÈ ‰˘Ó¿ÌÂȘ ÙÔ˘ ·È‰ÈÔ‡, ÌÔÚ› Ó· ˘ÈÔıÂÙËı› ·fi ÙÔ Û¯ÔÏÂ›Ô Î·È ÙÔ Û›ÙÈ. Afi ÎÔÈÓÔ‡ Û˘Ó·ÓÙ‹ÛÂȘ ÌÂٷ͇ Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜, ÙˆÓ ‰·ÛοψÓ/ηıËÁËÙÒÓ Î·È ÙˆÓ È·ÙÚÒÓ ÌÔÚ› Ó· ‚ÔËı‹ÛÔ˘Ó ÛÙËÓ ·Ú·ÎÔÏÔ‡ıËÛË Ù˘ ÚÔfi‰Ô˘, Ó· ÍÂηı·Ú›ÛÔ˘Ó ·Ôڛ˜, Ó· ‚ÔËı‹ÛÔ˘Ó ÛÙËÓ Î·Ù·ÓfiËÛË ÙÔ˘ ·È‰ÈÔ‡, Ó· ÂÈχÛÔ˘Ó ‰˘ÛÎÔϛ˜ ÚÈÓ ·˘Ù¤˜ ·˘ÍËıÔ‡Ó Î·È Ó· ÂÍ·ÛÊ·Ï›ÛÔ˘Ó fiÙÈ fiÏÔÈ ÂÚÁ¿˙ÔÓÙ·È Ì ÎÔÈÓfi ÛÙfi¯Ô. OÈ Û˘ÌÂÚÈÊÔÚÈÛÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ Î·È Ù¯ÓÈΤ˜ Ô˘ ÂÚÈÁÚ¿ÊËÎ·Ó ÚÔËÁÔ˘Ì¤Óˆ˜ ‹Ù·Ó ÔÈ ·ÚÌfi˙Ô˘Û˜. E›Ó·È ÚÔÙÈÌfiÙÂÚÔ Ó· ÛÙԯ‡ÂÙ·È Ë ›‰È· Û˘ÌÂÚÈÊÔÚ¿ ÛÙÔ Û›ÙÈ Î·È ÛÙÔ Û¯ÔÏÂ›Ô Û fiÏ· Ù· ‚‹Ì·Ù·, Î·È Â›Û˘ Ó· ÂÈϤÁÔ-

ÓÙ·È ÔÈ ›‰È˜ ·ÓÙ·ÌÔÈ‚¤˜. ŒÓ· ÌÂıÔ‰ÈÎfi ÚfiÁÚ·ÌÌ· Û˘ÌÏËڈ̤ÓÔ ·fi ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ ηıËÁËÙ¤˜ Î·È ÙÔ ÔÔ›Ô ·ÓÙ·ÏÏ¿ÛÛÂÙ·È Û˘¯Ó¿, ı· ‰È·ÙËÚ‹ÛÂÈ ÙËÓ ÂÈÎÔÈÓˆÓ›· ÌÂٷ͇ ÙÔ˘˜ Î·È ¤ÙÛÈ ı· ÁÓˆÚ›˙Ô˘Ó Ò˜ ·ÓÙȉڿ ÙÔ ™˘Ó¤¯ÂÈ· ÛÙË ÛÂÏ. 10

10

English Teachers under Threat Peter Beech ecent proposals from the Ministry of Education mean that it will be virtually impossible for Kentra Xenon Glosson to employ teachers from England. The directive 85934/D5 states that, in addition to the existing requirement that British teachers have a degree, they must now also pass an examination to certify their knowledge of Greek language. This may eventually be possible for those who have chosen to make Greece their home, and this requirement understandably already applies to those who want to operate their own schools. However, for the hundreds of teachers who come from Britain to teach in Greece for a year each September, this will be an insurmountable obstacle. Most of these teachers are recent graduates, who start applying for jobs when they finish university in June, are interviewed during the summer, and come to Greece in September. Within this timescale, it’s clearly impossible for them to reach the required level in Greek, and anyway the exams are held in May. Language schools all over the world employ a mixture of local teachers and those whose first language is English. In no other country are the native speaker teachers required to know the local language, and the rationale for the Ministry’s change of policy is far from clear. Of course it is true that Greek teachers are able to get closer to the students, partly because they can speak to them in their own language. This can be

R

useful when it is necessary, for example, to explain a difficult grammar point. But the purpose of the teacher is not to speak to the students in Greek; we want the students to speak in English. A native speaker is a constant source of authentic language, and when all the classroom interaction takes place through the medium of English, the students absorb a lot more language. They are using English to talk to an English person, and so they are motivated by the constant opportunities for genuine communication. As they struggle to find the right words to express themselves, they are engaged in an effort to get their meaning across, which is the key to developing their communicative competence. The advantages of employing British as well as Greek teachers of English are well understood by hundreds of Greek school owners but if this new policy is introduced, they will no longer be allowed to do so. We have spoken to dozens of our clients who are determined to resist this proposal. If you would like to add your voice to the protest, please contact us and we will send you a copy of the letter which we are sending to the Ministry for you to add your signature. Contact: Anglo-Hellenic Teacher Recruitment, P O Box 263, Corinth 20100 www.anglo-hellenic.com - [email protected] - 27410 53511

¢È·Ù·Ú·¯‹ EÏÏÂÈÌÌ·ÙÈ΋˜ ¶ÚÔÛÔ¯‹˜-YÂÚÎÈÓËÙÈÎfiÙËÙ· ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 9 ·È‰› ÛÙÔ ÚfiÁÚ·ÌÌ·. A˘Ùfi ı· ‚ÔËı‹ÛÂÈ È‰È·ÈÙ¤Úˆ˜ Û ÂÚ›ÙˆÛË Ô˘ ÙÔ ·È‰› ·›ÚÓÂÈ Ê·Ú̷΢ÙÈ΋ ·ÁˆÁ‹ ηٿ ÙË ‰È¿ÚÎÂÈ· ÙÔ˘ Û¯ÔÏ›Ԣ. ÏÏË ÂÚÁ·Û›· Ì ÙËÓ ÔÈÎÔÁ¤ÓÂÈ· ÌÔÚ› Ó· ‚ÔËı‹ÛÂÈ ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ˘˜ ¿ÏÏÔ˘˜ Û˘ÁÁÂÓ›˜ (ÁÈ· ·Ú¿‰ÂÈÁÌ· ÔÈ ·Ô‡‰Â˜) Ó· ·ÓÙȉڿÛÔ˘Ó Î·Ù¿ ÙÔÓ ›‰ÈÔ ÙÚfiÔ. H ÔÈÎÔÁÂÓÂȷ΋ ıÂÚ·›· ÛÙԯ‡ÂÈ ÛÙËÓ ˘ÔΛÌÂÓË ÛÙ¿ÛË Î·È ÂÈÎÔÈÓˆÓ›· Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜, ÂÓÒ ÌÂÚÈΤ˜ ÊÔÚ¤˜ Û˘ÌÂÚÈÏ·Ì‚¿ÓÂÈ Î·È ÙÔ˘˜ Û˘ÁÁÂÓ›˜ ÔÈ ÔÔ›ÔÈ ÌÔÚ› Ó· Û¯ÂÙ›˙ÔÓÙ·È Ì ÙȘ ‰˘ÛÎÔϛ˜ ÙÔ˘ ·È‰ÈÔ‡ ‹ Ì ¿ÏÏ· ÔÈÎÔÁÂÓÂȷο ı¤Ì·Ù·. H ÚfiÏË„Ë ı· Ú¤ÂÈ Ó· ÛÙԯ‡ÂÈ ÛÙËÓ ·ÔÊ˘Á‹ Ù˘ ·Ó¿Ù˘Í˘ ÚÔ‚ÏËÌ¿ÙˆÓ Û ·È‰È¿ Ì ADHD, fiˆ˜ ÙÔ Ó· ̤ÓÔ˘Ó ›Ûˆ ÛÙÔ Û¯ÔÏ›Ô, ÙÔ Ó· Â›Ó·È ·ÔÁÔËÙÂ˘Ì¤Ó· Î·È Ó· ÂÌÊ·Ó›˙Ô˘Ó ·ÓÙȉڿÛÂȘ ÂÈıÂÙÈ΋˜ Û˘ÌÂÚÈÊÔÚ¿˜, Ó· ·ÈÛı¿ÓÔÓÙ·È ·ÔÙ˘¯Ë̤ӷ, Ó· ¯¿ÓÔ˘Ó ÙȘ ÂÏ›‰Â˜ ÙÔ˘˜, Ó· ‰˘ÛÎÔχÔÓÙ·È Ó· οÓÔ˘Ó Ê›ÏÔ˘˜ Î·È Ó· ÌϤÎÔ˘Ó Û ÌÂÏ¿‰Â˜. E›Û˘, ˘¿Ú¯ÂÈ Î›Ó‰˘ÓÔ˜, ÔÈ ÁÔÓ›˜ Ó· ·ÔÁÔËÙ‡ÔÓÙ·È Î·È ·ÔηډÈÒÓÔÓÙ·È, ·ÔÚÚ›ÙÔÓÙ·˜ ÛÙ·‰È·Î¿ ÙÔ ·È‰›. ¶¤Ú· ·' ÙËÓ ÂÊ·ÚÌÔÁ‹ ÙˆÓ ÚÔ·Ó·ÊÂÚı¤ÓÙˆÓ ÛÙÚ·ÙËÁÈÎÒÓ ¯ÂÈÚÈÛÌÔ‡, ÛÙ·ıÂÚ¿ Î·È ÁÈ· ÌÂÁ¿ÏÔ ¯ÚÔÓÈÎfi ‰È¿ÛÙËÌ·, ÌÔÚ› Ó· ÂÈÙ¢¯ı› Ë ·ÔÊ˘Á‹ ‰Â˘ÙÂÚ¢fiÓÙˆÓ ÚÔ‚ÏËÌ¿ÙˆÓ Î·Ù¿ ÙË ‰È¿ÚÎÂÈ· Ù˘ ˙ˆ‹˜ ÙÔ˘ ·È‰ÈÔ‡, Ì ‰È¿ÊÔÚÔ˘˜ ÙÚfiÔ˘˜: — N· ÂÓı·ÚÚ‡ÓÔÓÙ·È ÔÈ ÎÔÈÓˆÓÈΤ˜ ‰Ú·ÛÙËÚÈfiÙËÙ˜ Î·È ÊÈϛ˜, ·Ú¯Èη Ì ÚÔʇϷÍË Î·È ‰ÔÌË̤ÓÔ ÙÚfiÔ, Î·È ÛÙ·‰È·Î¿ ÂÓı·ÚÚ‡ÓÔÓÙ·˜ ÂÚÈÛÛfiÙÂÚÔ ·˘ıÔÚÌËÙÈÛÌfi Î·È ÂÈÚ·Ì·ÙÈÛÌfi. A˘Ùfi ı· ÂÈÙÚ¤„ÂÈ ÛÙÔ ·È‰› Ó· ‚ÈÒÛÂÈ

ÙËÓ ÂÈÙ˘¯›· ÚÈÓ ÚÔ¯ˆÚ‹ÛÂÈ Û ÈÔ ÔχÏÔΘ ÎÔÈÓˆÓÈΤ˜ Â·Ê¤˜. — N· ÚÔˆıÔ‡ÓÙ·È Î·È ÔÈ ‰˘Ó¿ÌÂȘ ÙÔ˘ ·È‰ÈÔ‡ Û ¢¯¿ÚÈÛÙ˜ ÂÓ·Û¯ÔÏ‹ÛÂȘ, Â͈ۯÔÏÈο ÂӉȷʤÚÔÓÙ·, ηÈ, ÁÈ· ÙÔ˘˜ ÂÊ‹‚Ô˘˜, Û ÌÂÏÏÔÓÙÈ΋ ÂÎ·›‰Â˘ÛË Î·È ÚÔÔÙÈΤ˜ ηÚȤڷ˜. E›Û˘, Ó· ·ÔʇÁÔÓÙ·È ÂÚÁ·Û›Â˜ Î·È ‰Ú·ÛÙËÚÈfiÙËÙ˜ Ô˘ ÌÔÚ› Ó· Ô‰ËÁ‹ÛÔ˘Ó Û ·›ÛıËÌ· ·ÔÙ˘¯›·˜ Î·È Û ·ÔÁÔ‹Ù¢ÛË. — M·˙› Ì ÙÔ Û¯ÔÏ›Ô, ¯ÚËÛÈÌÔÔÈ‹ÛÙ ηٿÏÏËϘ ÂÎ·È‰Â˘ÙÈΤ˜ ÛÙÚ·ÙËÁÈΤ˜ Î·È ·ÓÙÈΛÌÂÓ· ÂÎÌ¿ıËÛ˘, ¤ÙÛÈ ÒÛÙ ÙÔ ·È‰› Ó· Û˘Ó¯›ÛÂÈ Ó· Ì·ı·›ÓÂÈ Î·È Ó· ÚÔԉ‡ÂÈ. ¶·Ú·ÎÔÏÔ˘ı›Ù ٷÎÙÈο ·˘Ù¤˜ ÙȘ ÛÙÚ·ÙËÁÈΤ˜ Î·È ÌÂÙ·ÙÚ¤„Ù ÙȘ ·Ó ‰ÂÓ ·Ô‰›‰Ô˘Ó È·. — ¶·Ú¤¯ÂÙ ÛÙ·ıÂÚ‹ Î·È Û˘Ó¯‹ ÁÔÓÈ΋ ·ÓÙ·fiÎÚÈÛË ÛÙÔ Û›ÙÈ. ™˘Ó‰˘¿ÛÙ ÙË ÛÙ·ıÂÚfiÙËÙ· Ì ÙË ÛÙÔÚÁ‹. BÔËı‹ÛÙ ÙÔ ·È‰› Ó· ηٷϿ‚ÂÈ ÙÈ ·Ó·Ì¤ÓÂÙ·È ·fi ·˘Ùfi Î·È Ó· ÌÂÁ·ÏÒÛÂÈ Û ¤Ó· ·ÛʷϤ˜ ÂÚÈ‚¿ÏÏÔÓ. ŸÏ· Ù· ̤ÏË Ù˘ ÔÈÎÔÁ¤ÓÂÈ·˜ Ú¤ÂÈ Ó· ˘ÈÔıÂÙ‹ÛÔ˘Ó ·ÚfiÌÔÈÔ˘˜ ÙÚfiÔ˘˜ ÚÔÛ¤ÁÁÈÛ˘ ÙÔ˘ ·È‰ÈÔ‡, Û˘ÌÂÚÈÏ·Ì‚·ÓÔÌ¤ÓˆÓ ÙˆÓ ·Ô‡‰ˆÓ Î·È Û˘ÁÁÂÓÒÓ. ¶ËÁ‹: K¤ÓÙÚÔ ÏËÚÔÊfiÚËÛ˘ ÁÈ· ÙËÓ „˘¯È΋ ˘Á›· ÙÔ˘ ¶·È‰ÈÔ‡ Î·È ÙÔ˘ EÊ‹‚Ô˘, http://www.childmentalhealth.gr/index.p hp TÔ ¿ÚıÚÔ ÚÔ¤Ú¯ÂÙ·È ·fi ÙÔ Special Education http://www.specialeducation.gr/ H URL ·˘ÙÔ‡ ÙÔ˘ ¿ÚıÚÔ˘ ›ӷÈ: http://www.specialeducation.gr/modules. php?op=modload&name=News&file= article&sid=134

12

Social Psychology and ELT - Reciprocity 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-toone 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].

his is my favourite principle – the reciprocity principle. As the name suggests, the idea is simplicity itself: it seems that people are programmed to reciprocate if someone does them a good turn (Eysenck 1996). To test the hypothesis, a researcher decided on the following simple experiment. He sent a number of Christmas cards to people he didn’t know. Guess what – more than 50% of them sent him one in return! (Bernstein & Nash, 2005) But there is more to it than that. Read on. An instructive experiment: Psychologist D. Regan tried the following experiment (Brehm, Kassin & Fein 2002): He asked a number of people to take part in an ‘arts appreciation’ experiment – in fact, this was just a pretext. In every case, each volunteer had to

T

evaluate works of art in a room together with another person. What the volunteer didn’t know was that it was s/he who was the real subject – the second person was the psychologist’s assistant. With some of the subjects, during a break, the assistant went out and returned with two bottles of Coke, one for himself and one for the subject. With the others (the control group) the assistant did nothing. Later, the assistant told each subject that he was selling raffle tickets for a car and asked them to buy some if they wanted to. Here are the results: Predictably, many more people among those who had accepted the assistant’s favour (the Coke) bought raffle tickets. Quite simply, they felt under an obligation. That’s not all however. Two

other findings are much more surprising. The first one is that the ‘exchange’ need not be equitable; at the time of the study, a Coke cost 10 cents, while one of the raffle tickets cost 25 cents – typically the subjects bought two, while some as many as seven! So, the assistant did rather well out of the deal! The second finding has to do with the strength of the reciprocity norm. Among those subjects who had not received a favour from the assistant, people bought more or less tickets depending on how much they liked the assistant. Among the others however, this was irrelevant – people bought on average the same number (more than those of the former group) regardless of whether they liked the assistant or not! (Cialdini, 2001) Applications in the field of ELT: The idea is a simple one: if you want people to do something for you, do something for them first. Very often in a 1-to-1 context, our students ask us to help them with their school H/W. In my opinion there is nothing wrong with that (provided we just help them and not actually do their H/W for them!). The

important thing is that we can then ask them to do something that we want them to do in return. Here is another implication: if you are offering a ‘reward’ for something you are asking students to do, give it in advance. In another study, some people were promised $ 50 if they sent back a questionnaire, while others were given $ 5 in advance and were asked to do the same thing. The second strategy was twice as successful (Cialdini 2001). However, the best application of this principle for me is what Duck (1999) calls ‘strategic selfdisclosure’. When I want to get my private students to open up and discuss personal matters I simply start telling them about my own problems! It works like a charm! Indeed, self-disclosure may well be the best way towards achieving a prime motivational target – the creation of a personal relationship between teacher and student (Dornyei 2001). Needless to say, this idea can be applied in the workplace as well. Clever managers/DOS make a point of doing little favours for those working for them, thus ensuring loyalty. Cialdini (2001) mentions the case of an employee

who wanted to apply for a higher post with another company, but she waited for her manager to retire as she couldn’t contemplate such an act of ‘betrayal’!! The strength of this principle is such that it has become a very potent tool for manipulation. Your boss gives you a day off for your birthday and then asks you to work full time over the summer holidays. Time and again, companies and sales people offer us things ‘for free’ and then before we know it we find ourselves buying things we don’t really want. As somebody once put it, the Future of ‘I give’ is not ‘I will give’ but ‘I take’!

References 1. Bernstein, D. & Nash P. “Essentials of Psychology” Houghton Mifflin, 2005. 2. Brehm, S., Kassin, S. & Fein S. “Social Psychology” Houghton Mifflin, 2002. 3. Cialdini, R. “Influence – Science and Practice”, Allyn & Bacon, 2001. 4. Dornyei, Z. “Motivational Strategies in the Language Classroom” Cambridge University Press, 2001. 5. Duck, S. “Relating to Others”, Open University Press, 1999. 6. Eysenck, M. “Simply Psychology” Psychology Press, 1996.

NICK

13

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] «O ÁÈfi˜ ÌÔ˘, 14 ¯ÚÔÓÒÓ, ¤‰ˆÛ ÁÈ· Lower ÙËÓ ÂÚ·Ṳ̂ÓË ¿ÓÔÈÍË Î·È ‰ÂÓ ¤Ú·ÛÂ. Afi ÙÔÓ ™Â٤̂ÚÈÔ ·ÚÔ˘ÛÈ¿˙ÂÈ Ì›· ÁÂÓÈ΋, ÌÂÁ¿ÏË Î¿Ì„Ë Û fiÏ· Ù· Ì·ı‹Ì·Ù·. EÙÔÈÌ¿˙ÂÙ·È Ó· Â·Ó·Ï¿‚ÂÈ ÙËÓ ÚÔÛ¿ıÂÈ· ÙÔ˘ ÙÔÓ ¢ÂΤ̂ÚÈÔ. ¢ÂÓ Â›Ó·È Î·ıfiÏÔ˘ Û›ÁÔ˘ÚÔ˜ fiÙÈ ı· ¤¯ÂÈ ÂÈÙ˘¯›· Î·È ·˘Ù‹ ÙË ÊÔÚ¿. ŸÌˆ˜, ÂÈ̤ÓÂÈ Ó· Í·Ó·‰ÒÛÂÈ. H ηıËÁ‹ÙÚÈ· ÙÔ˘ ÙÔÓ Ì·ÏÒÓÂÈ, ÁÈ·Ù› ‰ÂÓ ·ÓÙ·ÔÎÚ›ÓÂÙ·È ÛÙȘ ··ÈÙ‹ÛÂȘ Ù˘ Î·È ÙȘ ÚÔÛ¿ıÂȘ Ù˘. Œ¯ˆ ‰ÔÎÈÌ¿ÛÂÈ Ù· ¿ÓÙ·. N· ÙÔÓ Î·ÏÔÈ¿Ûˆ, Ó· ÙÔÓ Ê¤Úˆ ÛÙÔ ÊÈÏfiÙÈÌÔ, Ó· ÙÔÓ Ì·ÏÒÛˆ, Ó· ÙÔÓ ÊÔ‚ÂÚ›Ûˆ, fï˜ ‰ÂÓ Î·Ù·‚¿ÏÂÈ Î·ÌÌ›· ÚÔÛ¿ıÂÈ·. E›Ì·È ·ÂÏÈṲ̂ÓË. TÈ Ú¤ÂÈ Ó· οӈ;» XÚÈÛÙ›Ó· °., ηıËÁ‹ÙÚÈ· °·ÏÏÈÎÒÓ, Aı‹Ó·. Ÿˆ˜ ¤¯ˆ ÙÔÓ›ÛÂÈ Û ÚÔËÁÔ‡ÌÂÓ· ¿ÚıÚ·, ÛÙȘ ÔÌÈϛ˜ ÙÔ˘ ÂÚ·Ṳ̂ÓÔ˘ ¤ÙÔ˘˜ Û ÁÔÓ›˜ Î·È Î·ıËÁËÙ¤˜, ÛÙÔ ‚È‚Ï›Ô ÌÔ˘ ÙÔ Û¯ÂÙÈÎfi Ì ÙËÓ ÂÎ·›‰Â˘ÛË Î·È ÛÙ· Â·ÁÁÂÏÌ·ÙÈο ÛÂÌÈÓ¿ÚÈ· ·˘Ù‹˜ Ù˘ ÂÚÈfi‰Ô˘, Ë ·Í›· Ù˘ Û˘ÌÌÂÙÔ¯‹˜ Û ¤Ó· ‰È·ÁÒÓÈÛÌ·, ÔÔÈÔ‰‹ÔÙ ‰È·ÁÒÓÈÛÌ·, ÛÙËÓ Î·Ï‡ÙÂÚË ÙˆÓ ÂÚÈÙÒÛÂˆÓ Û˘Ó›ÛÙ·Ù·È ÛÙËÓ ÏËÚÔÊfiÚËÛË ÙËÓ ÔÔ›· Ì·˜ ·Ú¤¯ÂÈ ÁÈ· ÙÔ Â›‰Ô˜ Ù˘ ÂÎ·È‰Â˘ÙÈ΋˜ ÔÚ›·˜ Ô˘ ·ÎÔÏÔ˘ıÔ‡ÌÂ, ÁÈ· ÙÔ ÛËÌÂ›Ô Ù˘ Ì·ıËÛȷ΋˜ ‰È·‰Èηۛ·˜ Ô˘ ‚ÚÈÛÎfiÌ·ÛÙÂ, Î·È ÁÈ· ÙÔ Â›‰Ô˜ Ù˘ Û¯¤Û˘ Ô˘ ¤¯Ô˘Ì Ì ÙÔ „˘¯ÔÎÔÈÓˆÓÈÎfi ÂÚÈ‚¿ÏÏÔÓ Ì·˜ Î·È ÙȘ fiÔȘ ·ÍÈÔÏÔÁ‹ÛÂȘ ÙÔ˘. YÂÓı˘Ì›˙ˆ fiÙÈ Â›Ó·È ··Ú·›ÙËÙÔ ÛÙÔ Ù¤ÏÔ˜ οı ·ÍÈÔÏÔÁËÙÈ΋˜ ÂÌÂÈÚ›·˜ Ó· Á›ÓÂÙ·È Ì›· ·Ó·Ï˘ÙÈ΋ ÂͤٷÛË Î·È ¤Ó·˜ ·ÔÏÔÁÈÛÌfi˜ ÒÛÙ ӷ ¤¯Ô˘Ì Ï‹ÚË ÂÈÎfiÓ· Ù˘ ηٿÛÙ·Û˘ ÁÈ· Ó· Û˘ÓÂÎÙÈÌ‹ÛÔ˘Ì ·Èٛ˜ Î·È ·ÔÙÂϤÛÌ·Ù·, Ó· ·Ô‰ÒÛÔ˘Ì ÙȘ ¢ı‡Ó˜ ÂΛ Ô˘ ·ÓÙÈÛÙÔÈ¯Ô‡Ó Î·È Ó· ¿ÚÔ˘Ì ٷ ÛˆÛÙ¿ ÌËӇ̷ٷ. O‡Ùˆ˜ ÒÛÙ ӷ ÌÔÚ¤ÛÔ˘Ì ӷ ۯ‰ȿÛÔ˘ÌÂ Î·È Ó· ÚÔÁÚ·ÌÌ·Ù›ÛÔ˘Ì ÙȘ ÌÂÏÏÔÓÙÈΤ˜ ÎÈÓ‹ÛÂȘ Ì·˜ ÔÚıÔÏÔÁÈÛÙÈο Î·È ÛˆÛÙ¿, ·ÔʇÁÔÓÙ·˜ Ó· Â·Ó·Ï¿‚Ô˘Ì ٷÎÙÈΤ˜ Î·È Ï¿ıË Ô˘ ¤¯Ô˘Ó ·Ô‰Âȯı› fiÙÈ ‰ÂÓ Ô‰ËÁÔ‡Ó ÛÙËÓ ÂÈÙ˘¯›· ÙÔ˘ ÛÙfi¯Ô˘ Ì·˜. ™˘ÓÂÒ˜, ÛÙËÓ ÂÚ›ÙˆÛË ÙÔ˘ ÁÈÔ‡ Û·˜ ı· Ú¤ÂÈ Ó· ÂÍÂÙ·ÛıÔ‡Ó ÚÔÛ¯ÙÈο Ù· ÎÚÈÙ‹ÚÈ· Ì ٷ ÔÔ›· ›¯Â ·ÔÊ·ÛÈÛı› Ë Û˘ÌÌÂÙÔ¯‹ ÙÔ˘ ÛÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ‰È·ÁÒÓÈÛÌ· ÙËÓ Û˘ÁÎÂÎÚÈ̤-

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.

ÓË ¯ÚÔÓÈ΋ ÛÙÈÁÌ‹ : — E›¯Â ÂÈ Ù˘ Ô˘Û›·˜, ·ԉ‰ÂÈÁ̤ӷ ÙÔ Â›Â‰Ô ÙˆÓ ÁÓÒÛÂˆÓ Ù˘ ·ÁÁÏÈ΋˜ Ô˘ ÚÔ¸Ôı¤ÙÂÈ ÙÔ ‰È·ÁÒÓÈÛÌ·; — E›¯Â ÂÍÔÈÎÂȈı› Ì ÙÔÓ Ù‡Ô Î·È ÙËÓ ÌÂıÔ‰ÔÏÔÁ›· ÙÔ˘ ‰È·ÁˆÓ›ÛÌ·ÙÔ˜; — E›¯Â ÁÓˆÚ›ÛÂÈ ÙËÓ Ù¯ÓÈ΋ Ù˘ ÚÔÛ¤ÁÁÈÛ˘ ÙÔ˘ ‰È·ÁˆÓ›ÛÌ·ÙÔ˜ ÒÛÙ ӷ ÁÓˆÚ›˙ÂÈ Ò˜ Ó· ÂÎÌÂÙ·ÏÏ¢ı› Ï‹Úˆ˜ ÙȘ ‰˘Ó·ÙfiÙËÙ˜ ÙÔ˘ Î·È Ó· ÌÔÚ¤ÛÂÈ Ó· ÁÓˆÚ›˙ÂÈ Î·È Ó· ηχ„ÂÈ Ù˘¯fiÓ ·‰˘Ó·Ì›Â˜ ÙÔ˘; — E›¯Â ÂÎÙÂı› Û Â·ÓÂÈÏËÌ̤Ó˜ ·ÎÚȂ›˜ ÚÔÛÔÌÔÈÒÛÂȘ Ù˘ ÂÍÂÙ·ÛÙÈ΋˜ ‰È·‰Èηۛ·˜ ηٿ ÙËÓ ‰È¿ÚÎÂÈ· Ù˘ ÚÔÂÙÔÈÌ·Û›·˜ ÙÔ˘, ÒÛÙÂ Ë Ú·ÁÌ·ÙÈ΋ ÂÍÂÙ·ÛÙÈ΋ ‰È·‰Èηۛ· Ó· ·ÓÙÈÌÂÙˆÈÛı› ˆ˜ ¿ÛÎËÛË ÚÔ˘Ù›Ó·˜ ·fi ·˘ÙfiÓ; — ◊Ù·Ó Ô Ì¤ÛÔ˜ fiÚÔ˜ ÙˆÓ ÂȉfiÛÂˆÓ ÙÔ˘ ÛÙÔ Û‡ÓÔÏÔ ·˘ÙÒÓ ÙˆÓ ÚÔÛÔÌÔÈÒÛˆÓ, Û˘ÛÙËÌ·ÙÈο ¿Óˆ ·fi 85% ÒÛÙ ӷ ˘¿Ú¯ÂÈ Ú·ÏÈÛÙÈ΋ ‚¿ÛË ÁÈ· ÙËÓ Èı·ÓfiÙËÙ· Ù˘ ÂÈÙ˘¯›·˜ ÙÔ˘ ÛÙÔ ‰È·ÁÒÓÈÛÌ· ; E¿Ó Û fiÏ· Ù· ·Ú·¿Óˆ ÛËÌ›· ÙÔ˘ ·ÔÏÔÁÈÛÌÔ‡ Ù˘ ÚÔËÁÔ‡ÌÂÓ˘ ÂÍÂÙ·ÛÙÈ΋˜ ÂÌÂÈÚ›·˜ ÔÈ ··ÓÙ‹ÛÂȘ, ‚¿ÛÂÈ ÛÙÔȯ›ˆÓ Î·È ‰Â‰ÔÌ¤ÓˆÓ ‰ÂÓ Â›Ó·È ıÂÙÈΤ˜, ÙfiÙÂ Â›Ó·È Û›ÁÔ˘ÚÔ fiÙÈ Ô ÁÈfi˜ Û·˜ ‰ÂÓ ‹Ù·Ó ¤ÙÔÈÌÔ˜ Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ ÙÔ ‰È·ÁÒÓÈÛÌ· ÂΛÓË ÙËÓ ¯ÚÔÓÈ΋ ÛÙÈÁÌ‹ ÒÛÙ ӷ ¤¯ÂÈ ÂÈÙ˘¯›·. H ÂfiÌÂÓË ÂÚÒÙËÛË Ô˘ ı· Ú¤ÂÈ Ó· Û·˜ ··Û¯ÔÏ‹ÛÂÈ Û ·˘Ù‹ ÙËÓ ÂÚ›ÙˆÛË Â›Ó·È ÔÈÔ˜ ‹Ú ÙËÓ ·fiÊ·ÛË ÁÈ· ÙËÓ Û˘ÁÎÂÎÚÈ̤ÓË Û˘ÌÌÂÙÔ¯‹. E›Ó·È ۷ʤ˜ fiÙÈ Ô ÂȉÈÎfi˜ Â›Ó·È Ô Î·ıËÁËÙ‹˜ ÛÙÔÓ ÔÔ›Ô ¤¯ÂÙ ·Ó·ı¤ÛÂÈ ÙËÓ ÂÎ·›‰Â˘ÛË ÙÔ˘ ·È‰ÈÔ‡ Û·˜. H ÂÚÒÙËÛË Ô˘ Ú¤ÂÈ Ó· ··ÓÙËı› ÂÈÏÈÎÚÈÓ¿ ÒÛÙ ӷ Û·˜ ˘ԉ›ÍÂÈ ÙËÓ ÛˆÛÙ‹ ηÙ‡ı˘ÓÛË ÁÈ· ÙȘ ÌÂÏÏÔÓÙÈΤ˜ ÎÈÓ‹ÛÂȘ Û·˜ Â›Ó·È Â¿Ó ˘‹ÚÍ Ú·ÁÌ·ÙÈο Ë ÛˆÛÙ‹ ÏËÚÔÊfiÚËÛË ·fi ÙÔÓ Î·ıËÁËÙ‹ ÁÈ· ÙÔÓ ‚·ıÌfi Ù˘ ÂÙÔÈÌfiÙËÙ·˜ ÙÔ˘ ·È‰ÈÔ‡ Ó· Û˘ÌÌÂÙ¤¯ÂÈ ÛÙÔ ‰È·ÁÒÓÈÛÌ·, ÙfiÛÔ Î·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙÔ˘ ÚÔËÁÔ‡ÌÂÓÔ˘ ·Î·‰ËÌ·˚ÎÔ‡ ¤ÙÔ˘˜ fiÛÔ Î·È Î·Ù¿ ÙËÓ ÛÙÈÁÌ‹ Ù˘ ÙÂÏÈ΋˜ ·fiÊ·Û˘ Û˘ÌÌÂÙÔ¯‹˜ ÙÔ˘, Ì·˙› Ì ÙËÓ ÂÚÒÙËÛË Â¿Ó ·ÎÔÏÔ˘ı‹Û·Ù Â·ÎÚÈ‚Ò˜ ÙȘ ˘ԉ›ÍÂȘ ÙÔ˘ ¯ˆÚ›˜ Ó· ÂËÚ·ÛÙ›Ù ·fi ¿ÏÏÔ˘˜ ·Ú¿ÁÔÓÙ˜. TÔ ÂfiÌÂÓÔ ÂÚÒÙËÌ· Â›Ó·È Ò˜ ·ÓÙȉڿ۷Ù fiÏÔÈ: ÂÛ›˜, Ô ÁÈfi˜ Û·˜ Î·È Ô Î·ıËÁËÙ‹˜ fiÙ·Ó ÏËÚÔÊÔÚËı‹Î·Ù ٷ ·ÔÙÂϤÛÌ·Ù· Î·È Â¿Ó ·ÓÙÈÌÂÙˆ›ÛÙËΠÙÔ ı¤Ì· fiˆ˜ ¤¯ˆ Û˘ÛÙ‹ÛÂÈ ÛÙȘ ÔÌÈϛ˜ ÌÔ˘ Û‡Ìʈӷ Ì ÙËÓ Î·ÙËÁÔÚ›· Ù˘ ·ÔÙ˘¯›·˜ ÛÙËÓ ÔÔ›· ÂÌ›ÙÂÈ ÙÔ ·È‰›. H ‡·ÚÍË ÙˆÓ ‚Ï·ÙÈÎÒÓ ÂȉڿÛÂˆÓ Ô˘ ·ÚÔ˘ÛÈ¿˙ÔÓÙ·È ·fi ÙÔÓ ™Â٤̂ÚÈÔ ÛÙÔ fiÏÔ Ì·ıËÛÈ·Îfi ÙÔ˘ ÚÔÊ›Ï ˘Ô‰ÂÈÎÓ‡ÂÈ fiÙÈ ‰ÂÓ ¤¯ÂÈ ˘¿ÚÍÂÈ ÛˆÛÙfi˜ ¯ÂÈÚÈÛÌfi˜ ÙÔ˘ ·ÔÙÂϤÛÌ·ÙÔ˜: TÔ ÁÂÁÔÓfi˜ fiÙÈ Ô Ó·Úfi˜ ÂÈ̤ÓÂÈ Ó· Í·Ó·‰ÒÛÂÈ ¯ˆÚ›˜ ÙËÓ ÂÌÂÚÈÛٷو̤ÓË ÛÈÁÔ˘ÚÈ¿ fiÙÈ ı· ¤¯ÂÈ ÂÈÙ˘¯›·, ‰ËÏÒÓÂÈ fiÙÈ ‰ÂÓ ¤¯ÂÈ Û˘Ó·›ÛıËÛË Ù˘ Ú·ÁÌ·ÙÈÎfiÙËÙ·˜ Ù˘ ηٿÛÙ·Û˘ : fiÙÈ Ô˘ÛÈ·ÛÙÈο ÂΛÓÔ˜ ÂϤÁ¯ÂÈ Ï‹Úˆ˜ ÙËÓ ÂÈÙ˘¯›· ÙÔ˘ Ì ÙÔ Â›Â‰Ô ÙˆÓ ÚÔÛ·ıÂÈÒÓ ÙÔ˘ Î·È ÙËÓ ÔÈfiÙËÙ· ÙˆÓ ÁÓÒÛÂˆÓ ÙÔ˘. AÓÙ›ıÂÙ· Û˘ÓÂ¿ÁÂÙ·È fiÙÈ ·ÓÙÈÌÂÙˆ›˙ÂÈ ÙÔ fiÏÔ ı¤Ì· Ù˘ Û˘ÌÌÂÙÔ¯‹˜ ÛÙÔ ‰È·ÁÒÓÈÛÌ· ÌÔÈÚÔÏ·ÙÚÈο ˆ˜ ¤ÚÌ·ÈÔ Û˘ÁηÈÚÈ·ÎÒÓ Î·Ù·ÛÙ¿ÛÂˆÓ Ù‡¯Ë˜ – ·Ù˘¯›·˜, ¢ÎÔÏ›·˜ – ‰˘ÛÎÔÏ›·˜ ÙÔ˘ ‰È·ÁˆÓ›ÛÌ·ÙÔ˜, Î.Ï..

E¿Ó fiÓÙˆ˜ ·˘Ù‹ Â›Ó·È Ë Î·Ù¿ÛÙ·ÛË ÙfiÙ ÔÔÈÔ‰‹ÔÙÂ Â›Ó·È ÙÔ ·ÔÙ¤ÏÂÛÌ· ·˘Ù‹˜ Ù˘ ‰Â‡ÙÂÚ˘ ÂÍÂÙ·ÛÙÈ΋˜ ÂÌÂÈÚ›·˜ ÙÔ˘, fi¯È ÌfiÓÔ ‰ÂÓ ı· ‚ÔËı‹ÛÂÈ ÙËÓ ÂÚ·ÈÙ¤Úˆ ÂÎ·È‰Â˘ÙÈ΋ ÙÔ˘ ÔÚ›· ·ÏÏ¿ ·ÓÙ›ıÂÙ· ı· ·ÁÈÒÛÂÈ Ì›· ÛÙ¿ÛË ·‰˘Ó·Ì›·˜, ··ÈÛÈÔ‰ÔÍ›·˜, ηٿıÏȄ˘, Êfi‚Ô˘, ı˘ÌÔ‡ Î·È ·ÔÊ˘Á‹˜ Û fiϘ ÙȘ ÂÎ·È‰Â˘ÙÈΤ˜ ‰È·‰Èηۛ˜ Ô˘ Ô‰ËÁÔ‡Ó Û ·ÚfiÌÔȘ ·ÍÈÔÏÔÁ‹ÛÂȘ. ¢ËÏ·‰‹ ·ÎfiÌË Î·È Â¿Ó ÛËÌÂÈÒÛÂÈ ÂÈÙ˘¯›· ‰ÂÓ ı· ÙËÓ ÂÈÛÚ¿ÍÂÈ ıÂÙÈο ÁÈ· ÙÔ ¿ÙÔÌÔ ÙÔ˘, ÙËÓ ÚÔÛ¿ıÂÈ·, ÙȘ ÁÓÒÛÂȘ ÙÔ˘ Î.Ï.. ·ÏÏ¿ ı·

ÙËÓ ·Ô‰ÒÛÂÈ Û ̛· ‡ÓÔÈ· Ù˘ Ù‡¯Ë˜ ÙËÓ ÔÔ›· fï˜ ÁÓˆÚ›˙ÂÈ fiÙÈ ‰ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ Ó· ÂϤÁ¯ÂÈ Û οı ·ÍÈÔÏÔÁËÙÈ΋ ‰È·‰Èηۛ·. E›Ó·È ۷ʤ˜ fiÙÈ ˆ˜ ·Ó‹ÏÈÎÔ˜ Ì·ıËÙ‹˜ ‰ÂÓ Â›Ó·È ‰˘Ó·ÙfiÓ Ó· ·Ó·Ï¿‚ÂÈ ÙËÓ Â˘ı‡ÓË ÌÈ¿˜ Ù¤ÙÔÈ·˜ ·fiÊ·Û˘ fiÙ·Ó ‰È·Î˘‚‡ÂÙ·È Ë ÌÂÏÏÔÓÙÈ΋ „˘¯ÔÎÔÈÓˆÓÈ΋ ÙÔ˘ ÔÚ›·. H ÙÂÏÈ΋ ˘‡ı˘ÓË ·fiÊ·ÛË ÁÈ· ÙËÓ ÛˆÛÙ‹ ¯ÚÔÓÈ΋ ÛÙÈÁÌ‹ Ô˘ Ú¤ÂÈ Ó· ‰ÒÛÂÈ ÙÔ ‰È·ÁÒÓÈÛÌ· ÙÔ˘ Lower ÙÔ ·È‰› Û·˜, ·Ó‹ÎÂÈ Û ÂÛ¿˜ ÙÔÓ ÁÔÓ¤· ‚¿ÛÂÈ ÙˆÓ ˘ԉ›ÍÂˆÓ ÙÔ˘ ηıËÁËÙ‹ Î·È ÙˆÓ ·ÓÙÈÎÂÈÌÂÓÈÎÒÓ ÛÙÔȯ›ˆÓ Ô˘ ·Ó·Ê¤ÚÔÓÙ·È ·Ú·¿Óˆ.

22o ™YNE¢PIO EUROPALSO

¶ÔÈfiÙËÙ· ˙ˆ‹˜ ™˘Ó¤¯ÂÈ· ·fi ÙË ÛÂÏ. 1 Û˘Ì‚ÔÏÈÛÌÔ› Î·È Ë ÌÔ˘ÛÈ΋ ηı‹ÏˆÛ·Ó ÎÔÈÓfi Î·È ÂÈÛ‹ÌÔ˘˜. K·Ù¿ ÙËÓ ‰È¿ÚÎÂÈ· ÙÔ˘ ™˘Ó‰ڛԢ ‚Ú·‚‡ıËÎ·Ó ÔÈ: ¶ÚÔÎfi˘ ¶·˘ÏfiÔ˘ÏÔ˜, YÔ˘ÚÁfi˜ EÛˆÙÂÚÈÎÒÓ ÁÈ· ÙË ÌÂÙ·Ó·ÛÙ¢ÙÈ΋ ÔÏÈÙÈ΋ ÙÔ˘, ȉȷ›ÙÂÚ· ÙËÓ ÚÔÛÙ·Û›· ÙˆÓ ·È‰ÈÒÓ Î·È Á˘Ó·ÈÎÒÓ ÌÂÙ·Ó·ÛÙÒÓ ·Ô ÙËÓ ÂÎÌÂÙ¿ÏÏ¢ÛË. K˘ÚÈ¿ÎÔ˜ °ÚÈ‚¤·˜, ¶Úfi‰ÚÔ T˘ EıÓÈ΋˜ AıÏËÙÈ΋˜ OÌÔÛÔÓ‰›·˜ AÙfiÌˆÓ Ì AÓ·Ëڛ˜, ÁÈ· ÙËÓ Â˘„˘¯›· Î·È ÙËÓ Â˘‚Ô˘Ï›· ÙÔ˘ ÓÈÎËÙ‹ Ù˘ ˙ˆ‹˜ Ô˘ ·ÔÚÚ¤ÂÈ ·Ô ÙË Ì·Á›· ÙÔ˘ ·ıÏËÙÈÛÌÔ‡. K·ÙÂÚ›Ó· ¶·Ó·ÁÔÔ‡ÏÔ˘, EıÓÈ΋ ¶Ú¤Û‚˘Ú· Ù˘ EÏÏ¿‰Ô˜ ÛÙÔ ™˘Ì‚Ô‡ÏÈÔ Ù˘ E˘ÚÒ˘ ÁÈ· ÙÔÓ AıÏËÙÈÛÌfi, ÙËÓ AÓÔ¯‹ Î·È ÙÔ E˘ AÁˆÓÈ˙ÂÛı·È, ¶Úfi‰ÚÔ˜ ÙÔ˘ ¶·ÓÂÏÏËÓ›Ô˘ AıÏËÙÈÎÔ‡ ™ˆÌ·Ù›Ԣ °˘Ó·ÈÎÒÓ «K·ÏÏÈ¿ÙÂÈÚ·», ÁÈ· ÙËÓ Û˘Ì‚ÔÏ‹ Ù˘ ÛÙËÓ ÂÍ¿ψÛË ÙÔ˘ ·ıÏËÙÈÎÔ‡ ȉÂÒ‰Ô˘˜ Î·È ÙËÓ ‚ÂÏÙ›ˆÛË Ù˘ ÔÈfiÙËÙ·˜ ˙ˆ‹˜ ÙˆÓ Á˘Ó·ÈÎÒÓ. AϤͷӉÚÔ˜ Z·‚fi˜, ¶Úfi‰ÚÔ˜ IÓÛÙÈÙÔ‡ÙÔ˘ MÂÙ·Ó·ÛÙ¢ÙÈ΋˜ ¶ÔÏÈÙÈ΋˜ I.ME.¶O. ÁÈ· ÙËÓ ÚÔÛÙ·Û›· Î·È ÙËÓ ·ÔηٿÛÙ·ÛËÙˆÓ ·È‰ÈÒÓ Î·È Á˘Ó·ÈÎÒÓ ÌÂÙ·Ó·ÛÙÒÓ ı˘Ì¿ÙˆÓ ÂÎÌÂÙ¿ÏÏ¢Û˘. Iˆ¿ÓÓ· K·Ú˘ÔÊ›ÏË, °ÂÓÈ΋ ¢È¢ı‡ÓÙÚÈ· ÙˆÓ ¶·Ú·ÔÏ˘ÌÈ·ÎÒÓAÁÒÓˆÓ «Aı‹Ó· 2004» ÁÈ· ÙË ‰Ú¿ÛË Ù˘ ÛÙÔÓ ·ıÏËÙÈÛÌfi Î·È ÙËÓ ÎÔÈÓˆÓÈ΋ ÚÔÛÊÔÚ¿ Ù˘ ÛÙÔÓ Û˘Ó¿ÓıÚˆÔ. OÈ ‚Ô˘ÏÂ˘Ù¤˜ N¢ °ÂÒÚÁÈÔ˜ BÏ¿¯Ô˜, £·Ó¿Û˘ K·ÙÛÈÁÈ¿ÓÓ˘ Î·È Ô ‚Ô˘ÏÂ˘Ù‹˜ ¶A™OK B·Û›Ï˘ OÈÎÔÓfiÌÔ˘ ÁÈ· ÙËÓ ÔχÙÈÌË ‚Ô‹ıÂÈ¿ ÙÔ˘˜ ÙÔ˘˜ ÛÙÔÓ ·ÁÒÓ· ÁÈ· ÙËÓ ‰È¿ÛˆÛË 200 Î·È ϤÔÓ K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ Ô˘ ·ÂÈÏÔ‡ÓÙ·Ó Ì ÎÏ›ÛÈÌÔ Û ÂÚÈÔ¯¤˜ ·ÌÈÁÔ‡˜ ηÙÔÈΛ·˜. Mr John James Shaw, Head of Department of Languages and International Studies University Of Central Lancashire ÁÈ· ÙËÓ Û˘Ì‚ÔÏ‹ ÙÔ˘ ÛÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ ¶·ÓÂÈÛÙËÌ›Ô˘ ÔÈ Ôԛ˜ ·Ó·ÁÓˆÚ›˙ÔÓÙ·È ·Ô ÙÔÓ A™E¶. Iˆ¿ÓÓ˘ M·ÚˆÓ›Ù˘, NÔ̷گȷÎfi ™‡Ì‚Ô˘ÏÔ ¶ÂÈÚ·È¿, ¶Úfi‰ÚÔ Unesco OÌ›ÏÔ˘ ¶ÂÈÚ·È¿ Î·È N‹ÛˆÓ ÁÈ· ÙË ‰È¿‰ÔÛË ÙÔ˘ ÂÏÏËÓÈÎÔ˘‡ ÔÏÈÙÈÛÌÔ‡ ·Ó· ÙÔÓ ÎfiÛÌÔ Î·È ÙËÓ fiÏË ÎÔÈÓˆÓÈ΋ ÚÔÛÊÔÚ¿ ÙÔ˘ M·›ÚË ™Ù·ı¿ÎË, ¶Úfi‰ÚÔ ÙÔ˘ ºÈÏ·ÓıÚˆ-

ÈÎÔ‡ ™˘ÏÏfiÁÔ˘ KÚ›ÎÔ˜ Zˆ‹˜ ÁÈ· ÙËÓ ·Á¿Ë Î·È ÙËÓ ·ÏÏËÏÂÁÁ‡Ë ÚÔ˜ ÙÔÓ Û˘Ó¿ÓıÚˆÔ. EΠ̤ÚÔ˘˜ Ù˘ ΢‚¤ÚÓËÛ˘ ·Ú¢ڤıËÛ·Ó Î·È ·ˇıËÓ·Ó ¯·ÈÚÂÙÈÛÌfi ÔÈ : Ô ˘Ê. EÌÔÚ›Ô˘ AÓ·ÛÙ¿ÛÈÔ˜ NÂÚ¿ÓÙ˙˘ Î·È Ë ‚Ô˘ÏÂ˘Ù‹˜ EÏÂÓ· KÔ˘ÓÙÔ˘Ú¿ ˆ˜ ÂÎÚfiÛˆÔ˜ Ù˘ N¤·˜ ¢ËÌÔÎÚ·Ù›·˜, °ÂÒÚÁÈÔ˜ BÏ¿¯Ô˜, £·Ó¿Û˘ K·ÙÛÈÁÈ¿ÓÓ˘. EΠ̤ÚÔ˘˜ ÙÔ˘ ¶A™OK ÔÈ: B¿Ûˆ ¶··Ó‰Ú¤Ô˘, °ÚËÁfiÚ˘ NÈÒÙ˘, MÈϤӷ AÔÛÙÔÏ¿ÎË, ™˘Ï‚¿Ó· P¿ÙË, B·Û›Ï˘ OÈÎÔÓfiÌÔ˘, KÔÏÈÔ¿ÓÔ˜ £Âfi‰ˆÚÔ˜. EΠ̤ÚÔ˘˜ ÙÔ˘ ™YN Ô ¶·‡ÏÔ˜ X·Ú·Ì‹˜ EΠ̤ÚÔ˘˜ ÙÔ˘ §AO™ Ô AÓ·ÛÙ·ÛfiÔ˘ÏÔ˜ M¿ÓÔ˜, Y‡ı˘ÓÔ˜ ¶·È‰Â›·˜. EΠ̤ÚÔ˘˜ Ù˘ ÂÎÎÏËÛ›·˜ ÔÈ: ¶·Ù‹Ú °ÂÒÚÁÈÔ˜ K·Ó¿Î˘, AȉÂÛÈÌÔÏÔÁÈÒÙ·ÙÔ˜ ÂÎÚfiÛˆÔ˜ AÚ¯ÈÂÈÛÎfiÔ˘, ¶·Ù‹Ú B·Û›ÏÂÈÔ˜ TÛÈÌÔ‡Ú˘ , EÎÚfiÛˆÔ˜ MËÙÚÔÔÏ›ÙË ¶ÂÈÚ·È¿ ™ÂÚ·Ê›Ì. E›Û˘ ÔÈ : A‰·ÌÔÔ‡ÏÔ˘ AÈηÙÂÚ›ÓË, NÔ̷گȷ΋ ™‡Ì‚Ô˘ÏÔ˜ AıËÓÒÓ, K·‚·ı¿˜ °ÈÒÚÁÔ˜, AÓÙÈÚfi‰ÚÔ˜ °E™EBE, BÂÚ‚ÂÛfi˜ ¢ËÌ‹ÙÚ˘ °.°. ¢ÈÎËÁÔÚÈÎÔ‡ ™˘ÏÏfiÁÔ˘ AıËÓÒÓ, ¶·‡ÏÔ˜ ¶ÔÏÈÙ¿Î˘, M¤ÏÔ˜ ¢ÈÔÈÎËÙÈ΋˜ EÈÙÚÔ‹˜ EÈÌÂÏËÙËÚ›Ô˘ ¶ÂÈÚ·È¿, AÈηÙÂÚ›ÓË °Ï˘ÎÔ‡-ºˆÙÂÈÓÈ¿, ¢ËÌÔÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜ HÏÈÔ˘fiψ˜, EÈÚ‹ÓË M·ÚÙ˙Ô‡ÎÔ˘-¶··ÁˆÚÁ›Ô˘ ¢ËÌÔÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜ B‡ÚˆÓ·. TÔ˘˜ ÂÍÂÙ·ÛÙÈÎÔ‡˜ ÊÔÚ›˜ ÂÎÚÔÛÒËÛ·Ó: British Council – Mark Walker Assistant Director of Examinations, §›ÓÙ· ZÂÚ‚ÔÁÈ¿ÓÓË, Marketing Manager, M·ÚÈ¿ÓÓ· ™Ù·ÛÈÓÔÔ‡ÏÔ˘. Hellenic American Union- °ÂˆÚÁÔÔ‡ÏÔ˘ K·ÙÂÚ›Ó·, Associate Director, AÏÂ͛Ԣ EϤÓË, Y‡ı˘ÓË K¤ÓÙÚˆÓ •¤ÓˆÓ °ÏˆÛÛÒÓ. °·ÏÏÈÎfi IÓÛÙÈÙÔ‡ÙÔ, Guillen Philippe, ¢È¢ı˘ÓÙ‹˜ ™Ô˘‰ÒÓ Î·È ÂÍÂÙ¿ÛÂˆÓ Î·È N›ÎÔ˜ XÚÈÛÙÔ‰Ô‡ÏÔ˘ ¢È¢ı˘ÓÙ‹˜ EÍÂÙ¿ÛˆÓ. TËÓ OÌÔÛÔÓ‰›· ºÚÔÓÙÈÛÙÒÓ EÏÏ¿‰Ô˜ ÂÎÚÔÛÒËÛÂ Ô ÎÔ˜ ¶·¿˜ ¢ËÌ‹ÙÚ˘.

14

¿Gramática o comunicación? ara cualquier profano es obvia la relacifin entre la gramática y la enseñanza (o el aprendizaje) de una lengua extranjera. Aún as›, en los últimos veinte años, a ra›z de la aparicifin del “Método comunicativo”, algunos profesionales llegaron a poner en cuestifin la pertinencia o no de enseñar gramática en clase, ya que, según estos, la lengua se aprende con el uso, sin necesidad de reflexifin gramatical. En este art›culo vamos a defender la tesis de que la instruccifin formal en clase no sfilo es pertinente, sino que ayuda a aprender mejor y más rápido. Enseñar a dar las gracias Los españoles de cierta edad aprendimos las lenguas extranjeras (francés especialmente) por el método más tradicional: le›amos, traduc›amos y hac›amos muchos ejercicios de gramática. Está claro que no aprendimos ni a hablar ni a llevar una conversacifin. Solo cuando fuimos al pa›s correspondiente pudimos comunicarnos, con gran correccifin, eso s›. Y muchos años después todav›a mantenemos la habilidad de entender un texto escrito. Cuando hacia 1985 aparecifi en España el Método Comunicativo y especialmente, la nfimina de funciones contenida en

P

Un nivel umbral, a m› como docente se me abrifi una perspectiva nueva, fue casi como un deslumbramiento. Fue un descubrimiento importante caer en la cuenta de la nueva forma de analizar la lengua en funciones comunicativas, de forma que mi trabajo pasfi a consistir en enseñar a mis estudiantes a “hacer cosas” con la lengua, es decir a saludar, expresar deseos, hacer sugerencias, dar las gracias, protestar, pedir en un restaurante, despedirse, declarar tu amor, pedir perdfin. Este fue, a mi parecer, el gran avance del método comunicativo: introducir en la enseñanza el análisis de la lengua en funciones que realizfi el Consejo de Europa y que en español aparecifi en 1979 adaptado por P. J. Slagter. Ahora bien, si yo pretendo que mis estudiantes aprendan a expresar un deseo (me gustar›a que vinieras a mi casa), reflejado en unas formas lingü›sticas, obviamente necesitarán aprender las formas implicadas: pronombre + condicional del verbo gustar +pretérito imperfecto de subjuntivo. Y aprender las formas lingü›sticas lleva tiempo, bastante esfuerzo y una dinámica que incluye: una presentacifin formal, y ejercitacifin (de todo tipo: oral, escrita) hasta llegar a la adquisicifin. Es decir, no hay más remedio que estudiar gramática si

queremos comunicarnos. Los aprendices sin instruccifin formal pueden conseguir un nivel de comunicacifin aceptable: podemos observar a nuestro alrededor como nuestros vecinos extranjeros consiguen comunicarse en sus necesidades más básicas sin estudiara la lengua, pero “sin ayuda de la gramática, es imposible comunicarse más allá de un nivel rudimentario” (Nunan, 1995: 153) Los aprendices que aprenden en un pa›s extranjero solo pueden llegar a utilizar correctamente algunas estructuras después de que las han advertido mediante la reflexifin gramatical. Es decir, a pesar de haber le›do u o›do muchas veces ciertos fenfimenos gramaticales, solo incorporan estos a su interlengua cuando han comprendido las reglas que los sustentan. El concepto de “advertir” es muy importante dentro del modelo tefirico sobre aprendizaje de lenguas formulado por Rod Ellis. Como consecuencia de sus investigaciones llevadas a cabo durante más de veinte años, Ellis afirma que el conocimiento expl›cito de las reglas de la gramática se convierte en conocimiento impl›cito por medio de la práctica, tanto formal como comunicativa. El conocimiento expl›cito funciona como un elemento facilitador que ayuda a

los aprendices a advertir los rasgos lingfi›sticos en el input, rasgos que de otra forma se ignorar›an. Como consecuencia, el trabajo principal del profesor ser›a ayudar a los alumnos a advertir las regularidades del sistema lingfi›stico con el fin de que vaya construyendo ladrillo a ladrillo su propio sistema. La importancia de la gramática pedagfigica Una vez vista la necesidad de enseñar gramática en la clase de lengua extranjera, nos preguntamos, ?qué gramática es la más adecuada par nuestros estudiantes? Está claro que ni la gramática descriptiva, con su carácter totalizador, ni la gramática normativa, ni la gramática generativa nos ayuda en la tarea de la clase. Los tres tipos de gramáticas son útiles para los profesores y tienen implicaciones para la enseñanza de lenguas, pero no son aplicables directamente a nuestros estudiantes. Tenemos que acudir al concepto de gramática pedagfigica acuñado por Odlin (1994: 1) para responder a la pregunta del principio. Odlin define la gramática pedagfigica como “el tipo de análisis e instruccifin gramatical diseñado para las necesidades de los estudiantes de lenguas segundas”. Es decir, que una gramática

pedagfigica deber›a proporcionar descripciones expl›citas de las estructuras gramaticales de una lengua y su uso expresadas de manera sencilla y clara. Las reglas de esa gramática no son indiscutibles, pues aún quedan muchos fenfimenos lingfi›sticos por describir, pero están ah› para ayudar a los estudiantes a avanzar en su aprendizaje. En fin, para terminar, me gustar›a acudir a la imagen de una moneda. A mi parecer, gramática y comunicacifin constituyen las dos caras de una moneda, una no puede existir sin la otra. Bibliograf›a BOSQUE, I. y DEMONTE, V. (dir.) (1999) Gramática Descriptiva de la Lengua Española. Madrid, Espasa. CASTRO, F. (1996) Uso de la gramática española. Madrid, Edelsa. CASTRO, F. (2004) Aprende gramática y vocabulario. Madrid, SGEL. ELLIS, R. (1991) Second Language Acquisition and Language Pedagogy, Clevendon Multilingual Matters. NUNAN, D. (1995) Language Teaching Methodology. Phoenix ELT. ODLIN, T (ed.) (1994) “Introduction” en Perspectives on Pedagogical Grammar. Cambridge University Press. Francisca Castro Viúdez Escuela Oficial de Idiomas “Jesús Maestro” Madrid. (Direccifin privada: c/ Jacinto Verdaguer, 3, 5ÿ, D 28019 Madrid)

15

M·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÛÙËÓ Ù¿ÍË A·Ú·›ÙËÙË Ë ‰È·Ú΋˜ ÂÈÌfiÚʈÛË ÙˆÓ Î·ıËÁËÙÒÓ ÙȘ ̤Ú˜ Ì·˜ Â›Ó·È ÁÂÁÔÓfi˜ fiÙÈ ÙÔ ÂÎ·È‰Â˘ÙÈÎfi ÚÔÛˆÈÎfi ¤Ú¯ÂÙ·È Û Â·Ê‹ Ì ¤Ó· ÈηÓfi ·ÚÈıÌfi ÛÔ˘‰·ÛÙÒÓ ÔÈ ÔÔ›ÔÈ ·ÚÔ˘ÛÈ¿˙Ô˘Ó Ì·ıËÛȷΤ˜ ‰È·Ù·Ú·¯¤˜. MÂٷ͇ ·˘ÙÒÓ Û˘ÌÂÚÈÏ·Ì‚¿ÓÔÓÙ·È Ë ‰˘ÛÏÂÍ›·, Ë ‰˘ÛÁÚ·Ê›· Î·È Ë ‰˘Û·ÚÈıÌ›·. H Û‡Á¯ÚÔÓË ·È‰·ÁˆÁÈ΋ Î·È ÂÈÛÙ‹ÌË ÚÔÛÂÁÁ›˙ÂÈ ÙÔ ı¤Ì· ·fi ÙË ıÂÙÈ΋ ÙÔ˘ ÛÎÔÈ¿ ¯ˆÚ›˜ Ó· ·ÔÌÔÓÒÓÂÈ ÙÔ˘˜ Ì·ıËÙ¤˜ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ·ÏÏ¿ ÂÊ·ÚÌfi˙ÔÓÙ·˜ Û‡Á¯ÚÔÓ˜ ·È‰·ÁˆÁÈΤ˜ ÌÂıfi‰Ô˘˜ Ô˘ ‚ÔËıÔ‡Ó ÛÙËÓ ÔÌ·Ï‹ ÂÓۈ̿وÛË ·˘ÙÒÓ ÙˆÓ ÛÔ˘‰·ÛÙÒÓ ÛÙÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ. ¶ÚÔÎÂÈ̤ÓÔ˘ ÔÈ ·Ó·ÁÓÒÛÙ˜ Î·È Ì¿¯ÈÌÔÈ Î·ıËÁËÙ¤˜ –ÊÚÔÓÙÈÛÙËÚÈÔ‡¯ÔÈ Ù˘ ÂÊËÌÂÚ›‰·˜ Ì·˜ Ó· ÂÓËÌÂÚˆıÔ‡Ó ÁÈ· ÙËÓ ·ÔÙÂÏÂÛÌ·ÙÈÎfiÙÂÚË ·ÓÙÈÌÂÙÒÈÛË ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÂÚÈÙÒÛˆÓ, Ë ÂÊËÌÂÚ›‰· ·¢ı‡ÓıËΠÛÙËÓ ÂÍÂȉÈÎÂ˘Ì¤ÓË Î·ıËÁ‹ÙÚÈ· Î·È ÂÈÛÙ‹ÌÔÓ· ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘, Ë ÔÔ›· ‰È·ı¤ÙÂÈ ÔÏ˘ÂÙ‹ ÂÌÂÈÚ›· ÛÙÔ Û˘ÁÎÂÎÚÈ̤ÓÔ ·ÓÙÈΛÌÂÓÔ. ™·˜ ·Ú·ı¤ÙÔ˘Ì ·fiÛ·ÛÌ· ·fi ÙÔ ÁfiÓÈÌÔ ‰È¿ÏÔÁÔ Ô˘ ·Ó·Ù‡¯ıËΠηٿ ÙË ‰È¿ÚÎÂÈ· Ù˘ Û˘Ó¿ÓÙËÛ˘.

™

— Î.¶··‰ÔÔ‡ÏÔ˘, ·fi ÙËÓ ÂÌÂÈÚ›· Û·˜ ›Ù ̷˜ fiÛÔ Û˘¯Ófi Â›Ó·È ÙÔ Ê·ÈÓfiÌÂÓÔ Ù˘ ‡·Ú͢ ÛÔ˘‰·ÛÙÒÓ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ÛÙȘ ̤Ú˜ Ì·˜; O ·ÚÈıÌfi˜ ÙˆÓ Ì·ıËÙÒÓ Ô˘ ¤¯Ô˘Ó Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ¤¯ÂÈ ·˘ÍËı› Ù· ÙÂÏÂ˘Ù·›· ¯ÚfiÓÈ· ÁÂÁÔÓfi˜ Ô˘ ¤¯ÂÈ Â˘·ÈÛıËÙÔÔÈ‹ÛÂÈ ÔÏÏÔ‡˜ Û˘Ó·‰¤ÏÊÔ˘˜- ηıËÁËÙ¤˜ ÔÈ ÔÔ›ÔÈ ÂÈ˙ËÙÔ‡Ó Ó· ÂÓËÌÂÚˆıÔ‡Ó ÛˆÛÙ¿ ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰ËÌÈÔ˘ÚÁ‹ÛÔ˘Ó ¤Ó· ÊÈÏÈÎfi Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ Ô˘ ı· ‰›ÓÂÈ ÙË ‰˘Ó·ÙfiÙËÙ· Û fiÏÔ˘˜ ÙÔ˘˜ Ì·ıËÙ¤˜ —‰˘ÛÏÂÍÈÎÔ‡˜ Î·È ÌË— Ó· ·Ó·Ù‡ÍÔ˘Ó ÙȘ ÈηÓfiÙËÙ˜ ÙÔ˘˜ ·ÓÂÍ·Úًو˜ ÙˆÓ ‰˘ÛÎÔÏÈÒÓ Ô˘ ·ÓÙÈÌÂÙˆ›˙Ô˘Ó. — OÈ Î·ıËÁËÙ¤˜ ÙˆÓ ÊÚÔÓÙÈÛÙËÚ›ˆÓ Î·È ÁÂÓÈÎfiÙÂÚ· ÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Â›Ó·È Â‡ÎÔÏÔ Ó· ‰È·ÁÓÒÛÔ˘Ó ÂÚÈÙÒÛÂȘ ·Ó¿ÏÔÁ˜ Î·È Ì ÙÈ ÙÚfiÔ; OÈ ÛˆÛÙ¿ ηٷÚÙÈṲ̂ÓÔÈ ÂÎ·È‰Â˘ÙÈÎÔ› Â›Ó·È Û ı¤ÛË Ó· ·Ó·ÁÓˆÚ›ÛÔ˘Ó Î¿ÔÈ· ÛËÌ¿‰È· Ô˘ ·Ú·¤ÌÔ˘Ó Û ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜. T· ÛËÌ¿‰È· ·˘Ù¿ Û¯ÂÙ›˙ÔÓÙ·È Ì ÙÔ ÁÚ·Ùfi ‹ ÚÔÊÔÚÈÎfi ÏfiÁÔ ÙˆÓ Ì·ıËÙÒÓ, ÙË Û˘ÌÂÚÈÊÔÚ¿ ÙÔ˘˜ ÛÙË Ù¿ÍË Î·È ÙËÓ ·fi‰ÔÛË ÙÔ˘˜. — ¶ÔÈ· Â›Ó·È Ù· ÚÒÙ· ̤ÙÚ· Ù· ÔÔ›· Ú¤ÂÈ Ó· Ï¿‚ÂÈ ¤Ó·˜ ηıËÁË-

Ù‹˜ Î·È ÛÙË Û˘Ó¤¯ÂÈ· ¤Ó·˜ ÂȉÈÎfi˜ ÚÔÎÂÈ̤ÓÔ˘ Ó· ·ÓÙÈÌÂÙˆ›ÛÂÈ Ù¤ÙÔȘ ηٷÛÙ¿ÛÂȘ; TÔ ÚÒÙÔ ‚‹Ì· fiÛÔ ·ÊÔÚ¿ ÙÔÓ Î·ıËÁËÙ‹ Â›Ó·È Ó· ¤ÚıÂÈ Û Â·Ê‹ Ì ÙÔ˘˜ ÁÔÓ›˜ ÙÔ˘ Ì·ıËÙ‹ Ô˘ ˘ÔıÂÙÈο ·ÓÙÈÌÂÙˆ›˙ÂÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Î·È Ó· ÂÓËÌÂÚˆı› ·Ó ¤¯ÂÈ Á›ÓÂÈ ‰È¿ÁÓˆÛË ‰˘ÛÏÂÍ›·˜ ‹ ‰˘ÛÁÚ·Ê›·˜ ·fi ÂȉÈÎÔ‡˜ ÛÙÔ ·ÚÂÏıfiÓ. ¢˘ÛÙ˘¯Ò˜, ÔÏÏÔ› ÁÔÓ›˜ ÔÈ ÔÔ›ÔÈ ‰ÂÓ Â›Ó·È ÂÓËÌÂڈ̤ÓÔÈ ÛˆÛÙ¿ ÁÈ· ÙȘ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ¤¯Ô˘Ó Ì›· ·Ì˘ÓÙÈ΋ ¤ˆ˜ ¯ıÚÈ΋ ÛÙ¿ÛË Û fiÙÈ ·ÊÔÚ¿ ÙÔ fiÏÔ ı¤Ì·. ™˘ÓÂÒ˜ Ô Î·ıËÁËÙ‹˜ Ú¤ÂÈ Ó· ¯ÂÈÚÈÛı› ÙËÓ fiÏË Î·Ù¿ÛÙ·ÛË Ì ÏÂÙfiÙËÙ·, Ó· ÌË ‰È·ÁÓÒÛÂÈ Ì·ıËÛȷ΋ ‰È·Ù·Ú·¯‹, ·ÏÏ¿ Ó· ·Ú·¤Ì„ÂÈ ÙÔ˘˜ ÁÔÓ›˜ Î·È ÙÔ Ì·ıËÙ‹ Û ÂȉÈÎÔ‡˜ „˘¯ÔÏfiÁÔ˘˜-·È‰·ÁˆÁÔ‡˜ ÔÈ ÔÔ›ÔÈ ı· Â›Ó·È Û ı¤ÛË Ó· οÓÔ˘Ó ·ÎÚÈ‚‹ ‰È¿ÁÓˆÛË. OÈ ÁÔÓ›˜ Ú¤ÂÈ Ó· ηٷϿ‚Ô˘Ó fiÙÈ Ô ÛÎÔfi˜ ÁÈ· ÙÔÓ ÔÔ›Ô ÂÈÛËÌ·›ÓÂÙ·È ÙÔ Úfi‚ÏËÌ· Â›Ó·È Ó· ‚ÔËıËı› Ô Ì·ıËÙ‹˜ Î·È fi¯È Ó· ¯Úˆı› οÔÈ· «·Ûı¤ÓÂÈ·». — ¶ÔÈ· Ë Û˘Ì‚ÔÏ‹ ÙˆÓ ÁÔÓ¤ˆÓ Î·È ÙÔ˘ ÛÙÂÓÔ‡ ÔÈÎÔÁÂÓÂÈ·ÎÔ‡ ÂÚÈ‚¿ÏÏÔÓÙÔ˜ ÛÙËÓ ·ÓÙÈÌÂÙÒÈÛË Ù¤ÙÔÈˆÓ ÂÚÈÛÙ·ÙÈÎÒÓ;

OÈ ÁÔÓ›˜ Î·È ÁÂÓÈÎfiÙÂÚ· ÙÔ ÛÙÂÓfi ÔÈÎÔÁÂÓÂÈ·Îfi ÂÚÈ‚¿ÏÏÔÓ ÙÔ˘ ÛÔ˘‰·ÛÙ‹ Ô˘ ·ÓÙÈÌÂÙˆ›˙ÂÈ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ ·›˙ÂÈ ÛËÌ·ÓÙÈÎfi ÚfiÏÔ ÛÙË ÚfiÔ‰Ô ÙÔ˘. O ‰˘ÛÏÂÍÈÎfi˜ Ì·ıËÙ‹˜ ¯ÚÂÈ¿˙ÂÙ·È ˘ÔÛÙ‹ÚÈÍË, Û˘Ì·Ú¿ÛÙ·ÛË Î·È ÂÓı¿ÚÚ˘ÓÛË Û οı ÙÔ˘ ÚÔÛ¿ıÂÈ·. — ™Â ÙÈ ı· ‚ÔËıÔ‡Û ¤Ó· ÂÎ·È‰Â˘ÙÈÎfi ÚfiÁÚ·ÌÌ· ÛÙËÓ ¿ÌÂÛË ·ÓÙÈÌÂÙÒÈÛË Ù¤ÙÔÈˆÓ ÂÚÈÙÒÛˆÓ; H ÛˆÛÙ‹ ÂÓË̤ڈÛË ÙˆÓ Î·ıËÁËÙÒÓ ·ÔÙÂÏ› ‚·ÛÈ΋ ÚÔ¸fiıÂÛË ÛÙËÓ ÔÌ·Ï‹ ÚÔÛ·ÚÌÔÁ‹ ÙˆÓ Ì·ıËÙÒÓ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Û ٿÍË Ì ·È‰È¿ Ô˘ ¤¯Ô˘Ó ‰È·ÊÔÚÂÙÈΤ˜ ÈηÓfiÙËÙ˜. OÈ Û˘ÁÎÂÎÚÈ̤ÓÔÈ Ì·ıËÙ¤˜ ¯ÚÂÈ¿˙ÔÓÙ·È ‰È·ÊÔÚÂÙÈΤ˜ ÌÂıfi‰Ô˘˜ ‰È‰·Ûηϛ·˜ Î·È Û ÌÂÚÈΤ˜ ÂÚÈÙÒÛÂȘ, ‰È·ÊÔÚÂÙÈÎfi ÙÚfiÔ ÚÔÛ¤ÁÁÈÛ˘ ÚÔÎÂÈ̤ÓÔ˘ Ó· ÙÔ˘˜ ‰Ôı› Ë Â˘Î·ÈÚ›· Ó· ‰È·Ú¤„Ô˘Ó. °È· ·˘Ùfi ÙÔ ÏfiÁÔ ı· ‰ÈÂÍ·¯ı› ¤Ó· ÂÍÂȉÈÎÂ˘Ì¤ÓÔ ÛÂÌÈÓ¿ÚÈÔ Ì ı¤Ì· ÙË ¢˘ÛÏÂÍ›· ÙË ¢˘ÛÁÚ·Ê›· Î·È ÙË ¢˘Û·ÚÈıÌ›· “M‡ıÔÈ Î·È ¶Ú·ÁÌ·ÙÈÎfiÙËÙ·” ÛÙÔ IEK ¢OMH ÛÙȘ 24 Î·È 25 ºÂ‚ÚÔ˘·Ú›Ô˘ Î·È ÛÙË Û˘Ó¤¯ÂÈ· ÛÙȘ 31 Î·È 1 AÚÈÏ›Ô˘ ‰È¿ÚÎÂÈ·˜ ‰¤Î· ˆÚÒÓ ¤Î·ÛÙÔ. ™ÎÔfi˜ ÙÔ˘ ÛÂÌÈÓ·Ú›Ô˘ Â›Ó·È Ó· ÂÓËÌÂÚˆıÔ‡Ó ÔÈ Î·ıËÁËÙ¤˜ ÁÈ· Ù· Û˘ÌÙÒÌ·Ù· Ù˘ ‰˘ÛÏÂÍ›·˜,

‰˘ÛÁÚ·Ê›·˜ Î·È ‰˘Û·ÚÈıÌ›·˜ ÛÂ Û˘Ó¿ÚÙËÛË Ì ÙËÓ ËÏÈΛ· ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘˜ ( ÚÔÛ¯ÔÏÈ΋ ËÏÈΛ·, 5-7 ÂÙÒÓ, 7-13 ÂÙÒÓ, ¤ÊË‚ÔÈ, ÂÓ‹ÏÈΘ). OÈ Î·ıËÁËÙ¤˜ ı· ÂÓËÌÂÚˆıÔ‡Ó ÁÈ· ÙÔ ÙÚfiÔ Ì ÙÔÓ ÔÔ›Ô ı· ÌÔÚÔ‡Ó Ó· ‰È·ÎÚ›ÓÔ˘Ó ÙÔ Ì·ıËÙ‹ Ì ̷ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Î·È Ó· ÙÔÓ ‚ÔËı‹ÛÔ˘Ó ÛÙËÓ ÚÔÛ·ÚÌÔÁ‹ ÙÔ˘ ÛÙË Ù¿ÍË. K·Ù·Ï‹ÁÔÓÙ·˜ ı· ‹ıÂÏ· Ó· ÙÔÓ›Ûˆ fiÙÈ fiÏÔÈ ÔÈ Û˘ÌÌÂÙ¤¯ÔÓÙ˜ ı· Ï¿‚Ô˘Ó ÙÔ ÂÁ¯ÂÈÚ›‰ÈÔ Ì ÙȘ Ï‹ÚÂȘ ÂÈÛËÁ‹ÛÂȘ Î·È ÙË case studies. E‡¯ÔÌ·È Ú·ÁÌ·ÙÈο ÙÔ ÂӉȷʤÚÔÓ ÁÈ· ÙȘ Ì·ıËÛȷΤ˜ ‰˘ÛÎÔϛ˜ Ó· Á›ÓÂÙ·È fiÏÔ Î·È ÂÓÙÔÓfiÙÂÚÔ ÚÔÎÂÈ̤ÓÔ˘ Ó· ‰ÒÛÔ˘Ì ÙË ‰˘Ó·ÙfiÙËÙ· Û fiÏÔ˘˜ Ì·˜ ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ·ÈÛı¿ÓÔÓÙ·È ¿ÓÂÙ· Û ¤Ó· ÊÈÏfiÍÂÓÔ Û¯ÔÏÈÎfi ÂÚÈ‚¿ÏÏÔÓ Ô˘ Û¤‚ÂÙ·È Î·È Î·Ù·ÓÔ› ÙȘ ȉȷÈÙÂÚfiÙËÙ˜ ÙÔ˘˜.

* H ¢Ú.£ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ Â›Ó·È K·ıËÁ‹ÙÚÈ· –EÎ·È‰Â˘ÙÈ΋ ™‡Ì‚Ô˘ÏÔ˜, PhD in English Literature, Cognitive Semantics, Bachelor and Master of Sciences in Psychology (Specialty in Learning Difficulties).