Language teaching to Roma children in Thrace: (Master thesis)
Μεχμεταλή, Μπελκίς/ Mechmetali, Belkis
Language teaching to Roma children and introducing them through languages to multiliteracies is of particular importance, since it is one of the main ways of integrating them into school. To date, various programs for the integration, inclusion and education of Roma children have been implemented by university institutions throughout the territory.
This paper is a research with a threefold objective, firstly it seeks to study the teaching material that has already been produced and to evaluate it qualitatively based on criteria, then based on the evaluation, it proposes the design of indicative material based on the Framework of the Analytical Curriculum for Romani (2008), which utilizes these criteria. Finally, it investigates the appropriateness and effectiveness of the designed material, after its implementation in Droseros primary school in Xanthi, through observation of the teacher-researcher (diary).
The existing teaching material was qualitatively evaluated on the basis of the following criteria: (a) intercultural targeting and thematic appropriateness, (b) interlanguage practices, (c) grading according to language proficiency level, (d) emphasis on language/communication skills and (e) use of learning strategies. The results showed that the existing material created so far lacks cross-linguistic references, the use of strategies and a meaningful intercultural targeting.
Then, based on the above criteria, teaching materials were designed in accordance with the themes of the Curriculum Framework for Romani. The didactic intervention took place from May to June 2023 at the 15th and 20th Primary School of Xanthi where only Roma pupils attend and pupils from all classes of primary schools participated.
During the implementation of the intervention programme, the students' attitudes and their response to the linguistic and intercultural stimuli of the intervention were investigated. The analysis showed that the children found the intervention programme enjoyable and effective. They were immersed in the content of the lesson in an experiential way and framed with supports for the second language, Greek, so
that barriers to learning were removed and they found a platform to express experiences and experiences from their cultural group, to express themselves in their first language and to make intercultural connections with Greek culture.
The cross-lingual and child-focused materials created increased motivation to participate in the course. There is, however, a need for greater differentiation of the material based on the needs of the pupils in order to enhance differentiated teaching. Finally, the entrenched approach of both the teacher and the students to positively evaluate aspects of language learning such as spelling, grammar, etc. was recorded in some places.
Alternative title / Subtitle: | αξιολόγηση, δημιουργία και εφαρμογή διδακτικών πόρων developing, applying, and assessing intercultural and translingual teaching resources |
Institution and School/Department of submitter: | Δημοκρίτειο Πανεπιστήμιο Θράκης. Σχολή Επιστημών Αγωγής. Τμήμα Επιστημών της Εκπαίδευσης στην Προσχολική Ηλικία |
Subject classification: | Romanies--Education--Greece |
Keywords: | Διαπολισμική εκπαίδευση,Διαγλωσσικότητα,Εκπαίδευση Ρομά,Μοντέλα διδασκαλίας,Στρατηγικές μάθησης,Intercultural education,Interlingualism,Roma education,Teaching models,Learning strategies |
URI: | https://repo.lib.duth.gr/jspui/handle/123456789/19356 http://dx.doi.org/10.26257/heal.duth.18080 |
Appears in Collections: | Π.Μ.Σ. "ΚΑΙΝΟΤΟΜΕΣ ΠΑΙΔΑΓΩΓΙΚΕΣ ΠΡΟΣΕΓΓΙΣΕΙΣ ΣΕ ΠΟΛΥΠΟΛΙΤΙΣΜΙΚΑ ΕΚΠΑΙΔΕΥΤΙΚΑ ΠΕΡΙΒΑΛΛΟΝΤΑ" |
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MechmetaliB_2024.pdf | Μεταπτυχιακή εργασία | 8.25 MB | Adobe PDF | View/Open |
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https://repo.lib.duth.gr/jspui/handle/123456789/19356
http://dx.doi.org/10.26257/heal.duth.18080
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