LANGUAGE EDUCATION FOR REFUGEES AND MIGRANTS
LRM 55 DESIGN AND DEVELOPMENT OF EDUCATIONAL MATERIAL AND DIGITAL MEDIA

An Educational Scenario For Learning Greek as a Second Language Enhanced by Technology

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

by Vasiliki Theologi

Tutor: Aikaterini Makri

Hellenic Open University
2018
Contents
Scenario title and short description 3
Education audience and context 3
Author’s rationale 4
Learning objectives 4
Description of tasks 5
Evaluation 6
Reflection-possible extensions 10

?
Scenario title and short description
Nowadays, technology is an inseparable part of our everyday life and research shows that new technologies can play a crucial role in language teaching and in education in general. Technology is a powerful tool that teachers should include in the teaching process, as it increases the active participation of students and offers a different way to succeed more learning outcomes (Chatzisavidis ; Alexiou 2012). This paper is an overview of an educational scenario for learning Greek as a second language enhanced by technology. The purpose of this scenario is to teach Greek language through the use of technology, to a class including migrant students of A2 level of proficiency, in a formal educational context. utilize technology tools to teach speaking, writing, reading and listening.
There were several factors that affected the design of the educational scenario and the materials development. Specifically, the diverse learning needs of students, as well as their cultural, social and personal differences influenced the planning process. Moreover, the advantages of the task-based approach and collaborative teaching method defined the designer’s decisions and so the structure and content of the educational scenario.
The title of the scenario is “Let’s sea”, a play on words in order to attract students interest. Its theme is about sea. A theme that young pupils are fond of.
In addition, various online vertical web 2.0 tools were used. Specifically, we used Jigsaw to create a puzzle, Canva to design a poster, Storybird to write and illustrate a little-story book, Taxgedo for constructing the world cloud and Photocollage for the list. All these tools lead students to familiarize themselves with the computer and learn how to handle it as a tool of discovery, creation, expression and enjoyment.
Education audience and context
This educational scenario is designed for 7-8 year old children, students of the 2nd Grade of Greek Elementary school. However, it takes into consideration that the class includes students with migrant background who learn Greek as a second language. The class consists of students with diverse ethnicities and cultures, and different level of proficiency of the Greek language as well. In addition, all of the students are familiar with the existence of different native languages, as they attend a multicultural and multilingual school where coexist pupils of different countries. Moreover, part of the formal school curriculum is teaching foreign languages.
The scenario can be implemented in a formal educational context, specifically in the classroom using laptops or in the school’s computer lab. Students work in small or large groups, depending on the needs of each activity. In the first grade, they learned to work together, to use the computer and the Internet, so they understand the many possibilities that technology offers. In addition, they are familiar with software, such as Tux Paint and with searching information on the Internet (finding data, images, etc.).
The teacher has the role of the team’s coordinator. He is the guide of the whole process and for this reason, he has carefully prepared the scenario. and intervenes whenever it is necessary. In addition, he has explored and tested the web pages, in order to foreseen unexpected results during the course, difficulties in using the software by children, disagreements in groups, etc. The scenario takes place during the time of the language lesson. However, it is a cross-curricular scenario and can be linked with other courses.
Author’s rationale
This specific learning scenario aims to highlight new knowledge through the use of educational software and through examples of everyday life in order to understand the concept of******* focusing on cultivating students’ critical thinking and exploring learning. Through this particular form of learning, students will better understand basic concepts, including unity, given the opportunity to explore the aspects of ** on their own. In addition to learning theories, interactive learning is utilized and this is possible through the activities proposed. Students are invited through discovery learning to discover new facts about ** and to “build” the new knowledge (constructivism).
For the implementation of this scenario, collaborative forms of teaching are utilized, since micro-groups are being created. During the course of this specific learning scenario, the pupils are self-activating, prototype, freely express themselves and exempt from their mistakes, as they exchange ideas and views. All proposed activities are based on the specific model, as the completion of the exercises will be done in groups.
As far as new technologies are concerned, they are an innovative knowledge tool. Teacher using and applying the educational software mentioned in the particular teaching scenario, is transformed from a knowledge transmitter into an active shareholder in the learning process and a critical thinker. Students are not seen as passive recipients but as autonomous and responsible individuals who are actively involved in the learning process.
Learning objectives
the learning objectives related to attitudes, values and teaching procedure:
• to collaborate and interact in order to achieve the proposed goals
• to mobilize students’ creative thinking, critical ability and imagination
• to have fun through co-operation
• to be aware of the issue of sea pollution and the value of its protection and to cultivate environmental conscience
• to respect the others’ opinions
• to develop ways to intervene in the immediate social environment (school, neighborhood, etc.) to address the problem
• to develop communication skills, listening, speaking, argumentation, dialogue

learning objectives related to learning the Greek language language:
• to name at least 6 items which are used at the beach (task 1, 2)
• to write down a list of items of a specific category (task 3)
• to write a little story of at least 5 sentences (task 5)
As far as it concerns technological literacy, the learning objectives that were set are:
• to search videos on YouTube and do online puzzles (task 1)
• to construct a wordcloud selecting the proper and relevant to the theme vocabulary (task 2)
• to collaboratively create and illustrate a story using the Storybird (task 5)
• to create a poster related to the protection of the sea, to sensitize other people, though software (task 4)
Description of tasks
Task 1: Introductory activity
The first task is an introductory activity. In a pleasant and playful way, students find out the theme of the activities that will follow. The technological tool that was used is jigsaw planet (https://www.jigsawplanet.com). Students in teams of two, are asked to do a puzzle. Completing it, a picture of a beach is revealed. The students recognize the characters, as the picture is taken from the book of the 1st grade. Teacher asks them to observe the picture carefully and name what they see in it. During the description the teacher writes on the blackboard related words, such as sea, beach, sun, etc. Afterwards, pupils make assumptions about the characters in the picture and the situation they are in.
In the first part of this activity, puzzle enhances learners’ visual perception, memory and coordination. In the second part, students express their point of view effortlessly, interact, disagree but always respecting the other opinion. This activity activates students’ prior knowledge and background experiences, as well it cultivates oral speech and a collective climate. Moreover, it promotes imagination and creativity.
Type / information flow
Jigsaw task Outcome
Open/ Closed Contextual support/complexity
Visual cues/medium
Mode
synchronous Groups
dyads Level
intermediate
Communicative demand
high Required interaction
medium Discourse functions/skills
oral speech

Task 2:”At the beach”
In this activity, using the vocabulary from the brainstorming of the first task (words are already written on the blackboard) or other words of their choice, related to the topic of our scenario, students are expected to use the software and create a world cloud. The technological tool that was used is tagxedo (http://www.tagxedo.com/).
Word clouds have the ability to communicate important information at a glance and develop students skills. Transmuting a word list into a word cloud, learners improve their vocabulary, make connections between concepts, promote their creativity and get motivated and engaged into the teaching process.
Type / information flow
worldcloud Outcome
Open Contextual support/complexity
Visual cues/medium
Mode
synchronous Groups
dyads Level
intermediate
Communicative demand
Low Required interaction
medium Discourse functions/skills
vocabulary

Task 3: “What will I need on the beach?”
This task is about making a list of objects that students need when they go to the beach. Each team will create a list according to the members preferences. It is expected pupils to learn why a catalogue is useful and for what reasons we make one. The technological tool that was used is photo collage (https://www.photocollage.com/).
This activity helps students to use the appropriate style for writing a list. Listing objects prompts students memory. Moreover, this task has to do with easily matching the written words with their oral extraction.
Type / information flow
list Outcome
Open Contextual support/complexity
visual cues/low
Mode
synchronous Groups
dyads Level
pre-intermediate
Communicative demand
low Required interaction
medium Discourse functions/skills
Vocabulary- text

Task 4: “Protect our seas”
Teacher, using YouTube, presents a video of an old advertisement about keeping sea and seaside clean (https://www.youtube.com/watch?v=AoaYOf8zNL4). Then, students are asked to orally express their opinions about the sea pollution, what they know, what they do to protect our seas, etc. Afterwards, using canva (https://www.canva.com/), they are asked to create their poster to promote sea protection.
Posters are an efficient educational tool. They promote knowledge, change attitudes and behaviour when teachers integrate them into the educational context. Moreover, posters motivate students to learn a particular topic and are convenient both for pupils and teachers, as they help students to rich the learning goals faster.
Type / information flow
Canva Outcome
Open Contextual support/complexity
Visual cues/medium
Mode
synchronous Groups
2-4 Level
intermediate
Communicative demand
high Required interaction
medium Discourse functions/skills
poster

Task 5: “A day on the beach”
In the beginning of this activity, teacher asks from his students to describe “A day on the beach”. Pupils use their own experiences and orally narrate their stories. Afterwards, on a white paper, working in pairs, they write down their thoughts in the form of a first or third-person narratives depending on what story they want to create. Then, students using storybird (https://storybird.com), adapt and convert the text written narratives into a illustrated little book. They add images that suit the text, keeping in mind that there is a match between the meaning and the image. Afterwards, each team presents its story and vote for the best.
This activity improves students oral and written speech, as they try to create stories with coherence and plot. In addition, pupils become familiar with the technical and form elements of writing this kind of text and the use of the correct tense.
Type / information flow
Outcome
Open Contextual support/complexity
Visual cues/medium
Mode
synchronous Groups
dyads Level
intermediate
Communicative demand
high Required interaction
high Discourse functions/skills
Story-book

Evaluation

from methods of assessment based on the outcome of a single final task
based on processes and produced products and not only
Reflection-possible extensions
The goal of this paper was to design an educational scenario for a class that includes migrants, in order to teach Greek as a second language through the use of technology.
A major concern throughout the development of the scenario was to take into account the different learning characteristics and needs of students to promote successfully the second language learning than grammatical structures.

The framework should be regarded as a guide rather than a prescriptive recipe that must be strictly conducted. Besides, the value and effectiveness of any new set of instructional materials can be demonstrated only through actual use in the classroom.
can be used not only with intermediate and advanced students but, as this thesis has shown, also with false-beginners.
This educational scenario can be enriched with additional activities, depending on the students’ level and the skills teacher wants to focus on. Moreover, it can be upgraded exploiting students’ first languages.

developing teachers’ skills and skills to be able to manage
successful educational applications
In conclusion, we would say technology is a significant tool in the teacher’s hands during the educational process. This specific educational scenario promotes students’ learning through the use of technological means and leads them to discover their own knowledge through playful activities and to learn to cooperate. It is important, therefore, for teachers to experiment with computer activities and to try to integrate them into their teaching
References:
Chatzisavidis, S. & Alexiou, M. (2012). Methodology and development procedures of educational scenarios in Language Courses. Study for design, development and implementation of scenarios and educational activities for teaching language and literature in Primary Education: in the context of formal literacy, interdisciplinary teaching practices, semi – formal and informal school practices, interactive boards and laptops. Thessaloniki: Center for Greek Language. Retrieved June 10, 2018 from: http://www.greeklanguage.gr/sites/default/files/digital_school/3.1.3._protobathmia_0.pdf