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

Inhaltsverzeichnis (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

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This research aims to present a didactic unit for teaching English as a foreign language, integrating aspects of Ancient Greek. It explores an eclectic methodology combining traditional and innovative approaches, emphasizing interdisciplinarity, interculturality, and intercomprehension. The study uses English as a tool to achieve interdisciplinary objectives and competences, adaptable to various contexts.

• Development of a didactic unit integrating English and Ancient Greek.
• Exploration of an eclectic methodology for language teaching.
• Emphasis on interdisciplinary, intercultural, and intercomprehension skills.
• Adaptability of the methodology to diverse learning environments.
• Promotion of meaningful learning for both individual and collective competence development.

Zusammenfassung der Kapitel (Chapter Summaries)

1. INTRODUCTION AND TOPIC DESCRIPTION: This introductory chapter lays the groundwork for the research by defining its nature, objectives, and methodology. It establishes a theoretical framework, clarifying the use of secondary sources due to time constraints and the breadth of topics covered. The chapter details the focus on first-year Non-Compulsory Secondary Education (NCSE) students with an A2-B1 CEFRL level. It outlines the primarily deductive approach for the theoretical sections and the shift to an inductive approach in the practical didactic unit. The chapter also distinguishes between qualitative and quantitative data collection methods.

2. LITERATURE REVIEW: This chapter provides a comprehensive overview of existing literature relevant to the research. It examines legislative documents, theoretical references, didactic models, and resources related to intercomprehension, interculturality, and communicative skills (oral and written). It specifically analyzes approaches to vocabulary teaching and explores supplementary materials used in the development of the research's didactic unit. This section forms the basis for the subsequent development of the didactic unit.

3. DESIGN AND METHODOLOGY: This chapter delves into the methodological approaches employed in the research. It details the rationale behind choosing an eclectic approach that combines elements of various teaching methods, including the Audiolingual method, Content and Language Integrated Learning (CLIL), and the Grammar-Translation method. The chapter critically evaluates each chosen method and justifies its inclusion in the overall methodology of the didactic unit. It explains the strengths and weaknesses of the task-based approach and its relevance to the presented model.

4. DIDACTIC UNIT: This chapter presents the core of the research: a detailed didactic unit titled "It's all Greek to me!". It justifies the unit's design, contextualizes it within the educational setting, and specifies its temporalization. The chapter clearly outlines the didactic objectives, contents, key competences, cross-curricular issues, evaluation criteria, and assessment tools. It also pays close attention to diversity in the classroom and provides a step-by-step lesson plan. This unit is the practical application of the theoretical framework established in previous chapters.

5. DATA / MATERIAL ANALYSIS: This chapter will likely present an analysis of the data gathered and the materials used in the research, connecting them to the theoretical framework and the practical application in the didactic unit. (Note: Content from the conclusion and final chapter are excluded as per the instructions.)

Schlüsselwörter (Keywords)

CLIL, English as a foreign language, Ancient Greek, intercomprehension, interculturality, interdisciplinarity, didactic unit, eclectic methodology, language teaching, meaningful learning, competence development.

Frequently Asked Questions: A Didactic Unit Integrating English and Ancient Greek

What is the main topic of this research?

This research presents a didactic unit for teaching English as a foreign language by integrating aspects of Ancient Greek. It explores an eclectic methodology combining traditional and innovative approaches, focusing on interdisciplinarity, interculturality, and intercomprehension. The study uses English as a tool to achieve interdisciplinary objectives and competences, adaptable to various contexts. The target audience is first-year Non-Compulsory Secondary Education (NCSE) students with an A2-B1 CEFRL level.

What are the key objectives of the research?

The main objectives include developing a didactic unit integrating English and Ancient Greek; exploring an eclectic methodology for language teaching; emphasizing interdisciplinary, intercultural, and intercomprehension skills; ensuring adaptability of the methodology to diverse learning environments; and promoting meaningful learning for individual and collective competence development.

What methodologies are used in this research?

The research employs an eclectic methodology, combining elements of the Audiolingual method, Content and Language Integrated Learning (CLIL), the Grammar-Translation method, and a task-based approach. The rationale for choosing each method and its contribution to the overall didactic unit are critically evaluated.

What is the structure of the didactic unit?

The didactic unit, titled "It's all Greek to me!", is structured to include a justification, contextualization, temporalization, didactic objectives, contents, key competences, cross-curricular issues, evaluation criteria, assessment tools, marking criteria, attention to diversity, necessary materials, and a step-by-step lesson plan. It aims to achieve interdisciplinary, intercultural, and intercomprehension goals.

What theoretical frameworks are used?

The research draws upon a range of theoretical frameworks related to intercomprehension, interculturality, communicative skills (oral and written), and vocabulary teaching. Legislative documents and didactic models are also reviewed to support the methodology and development of the didactic unit. A primarily deductive approach is used for theoretical sections, shifting to an inductive approach in the practical didactic unit.

What types of data are analyzed?

While specific details are not provided in the preview, the research will analyze data gathered from the application of the didactic unit. The analysis will connect this practical application to the theoretical framework established in previous chapters. Qualitative and quantitative data collection methods are mentioned.

What are the key themes explored in the research?

Key themes include interdisciplinarity, interculturality, intercomprehension, eclectic methodologies in language teaching, meaningful learning, and competence development within diverse learning environments. The integration of English and Ancient Greek is central to the research.

What are the key words associated with this research?

Key words include CLIL, English as a foreign language, Ancient Greek, intercomprehension, interculturality, interdisciplinarity, didactic unit, eclectic methodology, language teaching, meaningful learning, and competence development.

What is the target audience of the didactic unit?

The didactic unit is designed for first-year Non-Compulsory Secondary Education (NCSE) students with an A2-B1 CEFRL level.