It's Greek to Me. Teaching Ancient Greek Language and Culture in the English Classroom

Table of Contents

1. INTRODUCTION AND TOPIC DESCRIPTION

1.1 Research nature

1.2 Background

1.3 Objectives

1.3.1 Interdisciplinarity

1.3.2 Interculturality

1.3.3 Intercomprehension

1.4 Relevance

1.5 Hypotheses

1.6 Operational definitions

1.6.1 Deductive and inductive learning

1.6.2 Deep and surface learning

1.6.3 Intercomprehension

1.6.4 Interculturality

1.6.5 Interdisciplinarity

1.6.6 Positive vs. negative transfer or interference

2. LITERATURE REVIEW

2.1 Legislative documents

2.2 Theoretical references

2.3 Didactic models and resources

2.4 Intercomprehension

2.5 Interculturality

2.6 Communicative skills

2.6.1 Oral register (listening and speaking)

2.6.2 Written register (reading and writing)

2.7 Vocabulary teaching

2.8 Complementary materials for the research development

3. DESIGN AND METHODOLOGY

3.1 Audiolingual method

3.2 Content and Language Integrated Learning (CLIL)

3.3 Grammar-Translation

3.4 Task-based approach

4. DIDACTIC UNIT

4.1 Title: It’s all Greek to me!

4.2 Justification

4.3 Contextualisation

4.4 Temporalization

4.5 Didactive Objectives (DO)

4.6 Contents

4.7 Key competences (KC)

4.8 Cross-curricular issues (CCII)

4.9 Interdisciplinarity

4.10 Evaluation criteria (EC)

4.11 Assessable learning standards (ALS)

4.12 Evaluation tools

4.13 Marking criteria

4.14 Attention to diversity

4.15 Materials

4.16 Lesson plan: step-by-step

5. DATA / MATERIAL ANALYSIS

6. CONCLUSIONS

6.1 Result presentation

6.2 Implications

6.3 Suggestions and recommendations

Objectives and Topics

This research aims to demonstrate how English can be taught as an interdisciplinary and communicative tool by integrating linguistic and cultural elements, specifically drawing connections from Ancient Greek. The study explores an eclectic methodological approach to facilitate meaningful learning and enhance students' competences across various educational subjects.

• Integration of English with classical language influences (etymology, mythology).
• Application of the CLIL (Content and Language Integrated Learning) methodology.
• Development of linguistic, sociocultural, and critical thinking competences.
• Implementation of practical didactic units for secondary education students.
• Promotion of intercomprehension and intercultural awareness.

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Summary of Chapters

1. INTRODUCTION AND TOPIC DESCRIPTION: This chapter establishes the nature of the research, the background of the author, core objectives focusing on interdisciplinarity and interculturality, and provides necessary operational definitions for key concepts used throughout the study.

2. LITERATURE REVIEW: This section reviews relevant legislative documents, theoretical references, and existing didactic models, providing a foundation for the integration of classical influences in English language teaching.

3. DESIGN AND METHODOLOGY: This chapter outlines the eclectic methodological framework adopted, specifically discussing the Audiolingual method, CLIL, Grammar-Translation, and the Task-based approach.

4. DIDACTIC UNIT: This practical section details the design of a didactic unit titled "It’s all Greek to me!", including objectives, contents, temporalization, and a comprehensive step-by-step lesson plan.

5. DATA / MATERIAL ANALYSIS: This chapter presents the analysis of the materials and classroom experiences gathered during the author’s internships, evaluating the practical application of the proposed didactic unit.

6. CONCLUSIONS: The final chapter summarizes the results of the research, discusses the implications of the study for interdisciplinary education, and offers suggestions for future investigations.

Keywords

CLIL, English, Greek, intercomprehension, interculturality, interdisciplinarity, language acquisition, didactic unit, linguistics, morphology, secondary education, communicative competence, etymology, mythology.

Frequently Asked Questions

What is the primary focus of this research?

The research focuses on using English as a tool for interdisciplinary and intercultural learning, specifically by integrating linguistic and cultural elements from Ancient Greek to facilitate better language acquisition.

What are the central themes of the work?

The core themes include the use of CLIL (Content and Language Integrated Learning), the relevance of classical languages in modern education, and the development of communicative, linguistic, and sociocultural awareness.

What is the main goal of the didactic unit?

The goal is to prove that English can be taught as a versatile subject that incorporates interdisciplinary objectives, effectively connecting language learning with classical culture and students' personal development.

Which scientific methods are utilized?

The research employs an eclectic methodological approach, combining theoretical compilation of secondary sources with practical classroom analysis and task-based learning.

What does the main body cover?

The main body covers the theoretical framework, a literature review of legislative and educational documents, the design and methodology of the teaching approach, and the practical application through a detailed didactic unit.

Which keywords characterize this work?

Key terms include CLIL, intercomprehension, interculturality, interdisciplinarity, linguistic awareness, and Greek influence on English.

How does the author define the "Language Triptych"?

The "Language Triptych" in the context of CLIL refers to three perspectives: language of learning, language for learning, and language through learning, which collectively support the cognitive and linguistic processes in a dual-focused approach.

Why is the "It’s all Greek to me!" idiom central to the didactic unit?

This idiom serves as an engaging entry point that allows the teacher to bridge the gap between English and the student's L1, while simultaneously introducing the cultural influence of Greek in a way that is relevant to the curriculum.