Cyprus Ethnic Fairy Tales in Greek Riga Latvia

Cyprus Ethnic Fairy Tales in Greek Riga – Latvia 04. 2017.

Cyprus ACADEMICAL SUPPORT FOR IMMIGRANTS IN GREEK AND MATH, LESSONS AIMING TO DEVELOP STUDENTS’ MOTIVATION, INTERCULTURAL SKILLS AND PREVENT THEIR EARLY SCHOOL LEAVING. MULTICULTURALAL ACTIVITIES: HISTORY AND CULTURE OF PARTICIPATING IMMIGRANT STUDENTS THROUGH DANCES, MUSIC AND FOOD AND LANGUAGE AWARENESS OF THE SPOKEN LANGUAGES THROUGH QUIZZES AND ROLE PLAYS Riga – Latvia 04. 2017.

Cyprus CHRISTINA CHIMARIDOU EVA ADAMOU Riga – Latvia 04. 2017.

CLASS STRUCTURE • CLASS OF IMMIGRANT STUDENTS FOR INTENSIVE GREEK LANGUAGE LEARNING. • STUDENTS FROM DIFFERENT CLASS LEVELS (A, B AND C LEVEL). • GREEK LANGUAGE CLASSES TAKE 18 PERIODS PER WEEK, ACCORDING TO THE SYLLABUS OF EACH CLASS LEVEL. • STUDENTS COME FROM SYRIA (5), ROMANIA (2), UKRAINE (2), RUSSIA (2), JORDAN (1), EGYPT (1), SOUTH AFRICA (1) AND SOMALIA (2). • TOTAL NUMBER OF STUDENTS 16. • TEACHER MARIA CHRYSAFINI (GREEK LITERATURE)

LESSON GOAL • TO GIVE IMMIGRANT STUDENTS THE OPPORTUNITY TO: • LEARN GREEK!!! • ENRICH THEIR VOCABULARY WITH NEW WORDS AND EXPRESSIONS. • USE THEIR NATIVE LANGUAGE AND FEEL IMPORTANT IN THE LEARNING PROCEDURE. • EXAMINE DIVERSE LIFE VALUES FROM DIFFERENT CULTURES. • BETTER COMMUNICATION BETWEEN CLASSMATES OF DIFFERENT

LESSON METHODOLOGY • TO GIVE IMMIGRANT STUDENTS THE OPPORTUNITY TO: • USE TRANSLATION FROM THEIR MOTHER LANGUAGE TO GREEK, STUDENTS ENRICH THEIR VOCABULARY WITH NEW WORDS AND EXPRESSIONS. • IMPROVE READING, LISTENING AND SPEAKING ABILITIES. • COMPREHEND /ANALYZE LITERATURE. • DRAMATIZE/ACT/SING AND PLAY DIFFERENT INSTRUMENTS. • PARTICIPATE IN SCHOOL’S EVENTS – ENHANCE THEIR EMOTIONAL AND SOCIAL CONFIDENCE IN SCHOOL. • CREATE A PLEASANT TEACHING ENVIRONMENT

FLOW OF THE LESSON • STUDENTS ARE SEPARATED IN ETHNIC GROUPS DEPENDING ON THEIR NATIONALITY AND LANGUAGE. SOME TEAMS ARE WITH ONLY 1 STUDENT. • EACH GROUP MUST CHOOSE A FAIRY TALE/POEM/GAME IN THEIR NATIVE LANGUAGE. • EACH GROUP MUST TRANSLATE THEIR FAIRY TALE IN GREEK WITH THE HELP OF THEIR GREEK LITERACY TEACHER. IN SOME LANGUAGES (E. G. ARABIC) THEY MUST TRANSLATE THE FAIRY TALE FIRST IN ENGLISH AND THEN IN GREEK. • EACH FAIRY TALE IS DRAMATIZED AND SEPARATED IN ROLES BY THE STUDENTS. • EACH GROUP CAN CAST STUDENTS FROM OTHER ETHNIC GROUPS FOR THE PRESENTATION OF THE FAIRY TALE. • DURING THEATRICAL PART OF THE FAIRY TALE, STUDENTS FROM DIFFERENT ETHNIC GROUPS PLAY MUSIC, MAKE THE APPROPRIATE SOUNDS USING MUSICAL INSTRUMENTS OR SING. • THEN THE FINAL PRODUCT OF THE LESSON IS VIDEO RECORDED AND PRESENTED IN EACH STUDENT CLASSROOM.

RUSSIAN FAIRY TALE – THE TURNIP

EGYPTIAN FAIRY TALE – STRONGER THAN FATE

REACTIONS • IMMIGRANT STUDENTS: • GOT EXCITED, AND ALL OF THEM WANTED TO PRESENT A FAIRY TALE. • FELT IMPORTANT, BECAUSE THEY HAD THE CHANCE TO USE THEIR LANGUAGE IN THE CLASS AND LEARN OTHER LANGUAGES AND NEW CULTURES. • HAVE BEEN TRIGGERED TO LEARN THE GREEK LANGUAGE THROUGH A PLEASANT WAY AND ENRICHED THEIR VOCABULARY AND SPEAKING SKILLS. • GOT EXCITED BY SINGING SOLO AND IN A CHOIR. • GAINED MORE CONFIDENCE IN THE SCHOOL ENVIRONMENT WHICH HELPED THEM TO FEEL AS A TEAM.

STUDENTS REACTIONS

SPECIAL THANKS TO MRS MARIA CHRYSAFINI (GREEK LITERATURE TEACHER) FOR ALL THE HELP!