MPaktika me Ate8voug 2uvedpiou eee nen en ANA GN GP EAAHNIKH2 FAQZZA> om o> AN) Ai pe Larios eaocle es ome aro Dolan nel eNO LAA] Elprivn ZexiSou TRUSSO ONSTo péOnpa ths Iotogias wg exixowoviaxd wegubdrAoV yla tov padntr xar wraiovo ddaoxadas puag Aevtegns PAdacas: Mua didaxtexrj eqaguoyt otny Mootopdepia Exnatdevoy Enxevéegia Zéyxa Piddhoyos - 49 Epaguoopévns Dhwoaodoylas ALégavdgos Oeodwgidys Lyodnds LipBovkos ILE. - Ae Piiocogias Abstract During the teaching of a second language in school, both the Basic Interpersonal Communicative Skills (BICS) and the Cognitive Academic Language Proficiency (CALP) need to be brought into focus to students. Particularly, taking advantage of the cognitive subject matters of the curriculum can contribute to the development of CALP, which is underestimated in schools, with the use of strategies (strategies - based instruction). “ Through this teaching approach, the language teaching is not strictly restricted to the frame of the language subject, but instead the responsibility of the development of CALP is allocated to teachers of all school subjects. According to these principles a suggestive lesson plan of the chapter “Peloponnesian war, a civil war” of the history subject, class D primary school, is presented. 1. Zytrjpara xara ty didcoxahia pas Aevregns PAdooag Mic. ad ug mo evdiapégovoes xgoxdfosis xard m Stdaoxaria tg 2 axo- tehei 1 ddaoxahia ce suvOrixes pxrdv téEEwv, Snov Sqadi ovvurdoxovy adAdyAMooor xau ynyevels WaOntEC. Le ouvOrjnes tétoles — nov amotehoty xoL OY ovvyOEotEgy LOEGr Exaidevons a6yLocowy paSytdv aT XiQa pas — Oo “Bdayvas exrandevtinds €xet Th€ov va avipetontoet:To pabnua ts Toroptag ws extxowonaxd aegipdddov yia tov waGrTA 163 + Tigavaynes tay Styhwoouv yadmtsy nov etvat 1600 1 avdacruEy ert xowaviaxtdy 600 xa 1 ervéretuEn axadnuainiy debtonftov!. © Tig avayxes ms xvpiagyns yimoorxd opddas, 1 onota Ba xQemeL Va cucbdveran dt 1 SiSaoxadla Sev Sie—dyetar ae Bégos ts. * Thy éviaky tov ad ddyhaoowy podntiv, mov ouvif8as aprivovea OMY THAI] TOUG, OU SQaOMQLSTATES Hs TaENS. + Ty dtéacnadla agnonuévey ewoudy, nov cuvartdyrar xugiing Ota yroouxé avaneiieva, o8 Shouc tous pabrités. + Thy xatavdnon and tous podntés tov meQtexouevou toy yroonndy avtixeipgvav tou Avaduaxod Mgoygdppotos, magdihnka we TH yhaooun bSacx0)(c. 2. Movréha didaoxahiag tng yMdooas je Baan to TeQLexsuevo Me deSopévo dun diBconchia ms T2 ce oxohueds ovvernec Bewpeleen neQio- odtEgo anotehecparix, Stav Sibdonerar ce aUeevtied KAafovo emmotwwvias, nou oerdteran va. Siver wSiaiteon éuqaoy omy axady|pain) movala ms yhso- cag, epagudamay Siedvidc Siéqoga Sidaxtixd poveéha. Emy xateivvoy, aunj 1 dvuvardmte a€lomoinons tov yrootundv avtixetpévary tov Avahutinot Tlooyodppatos (AILS) anoréhece wa Siadedopévy téon om biSaoxod(a ms Bévyg xa Acbreons Povas (12). “Eun, wovréha didaaxadiag mys yadooas us Pdoy 10 xeuezduevo (content - based instruction), éxou ta ywootnd avinel- peva tov AITE xgnoworovotivrat ws «dxynyo» Yio TH yhwoounr SSaoxahic, Berjxav extetapévy xa evgeta epaguoyi om SiSaoxadlo. ms Bévns Tidooas (Met 1994). Tlagddinha, 1 npoogyyioy cue xonowomoujOnne won neeed om Bt Booxahia ms T2 omy Mocwropéeuic. xou m AcvregoBéOura Exseaibevon, xv- pias cxer ngoygdupata diyhwooyc exaidevonc (Genesee 1994), ahhé nat oro Tlavemon{ui0. Qordao, ota poviéha didacxadiag ms yAdooas ne Bdoy to xe- oleySuevo 8d0xe iatteon Pagémta om yAmaounr Sidcaonchla. uor to MEQLE- 7Spevo tov yvaotixdy avtineuevov anhds vamgémoe avutdy tov axons. Karé my ak.odsynoy tov mooyoappdtav dfyAwaons exralSevons pavipee exfong duu eoclaoy mig SiSaoxariag xugiag om yheiooa nagapédnoE 71g BL atceges avdynes Tov padntdiv mov SiSdoxovrat plo:T2 adhe xa, Siddoxovtat _ péow aunis evraypévor oe oxouds téEels (Short 1994). Or avaynes crvrés tov Styhooow pabyrdv oxeriLovtor xan Le HY exUGONON TOU TUEQLEZOWEVOU THY yvootnay avixewevoy tov ALLE, magépergos dtaitega onpcvtunt yio. THY axgdoxomm oxohnt roge(a nou EME vous. Avageodpagte om yvwon} &idxo107 BICS - CALP tov Cummins (Cummins, 1981,1984).164 Enevoeoia Zayna, Aitbavdoc Os0dwoldng Tic tov Adyo curd 1 Epevva oTedpnKe Ge meoTEyyloeIg TOV Va EoT my Sidacmadh(a. teevtdygove om YMbooo. Hau TO REQLEXSHEVO. H 1090 a Oewgefran du etvat exixevEym, ne mM xerIon oreaenyEKciy uaOnons xa onadlag (Chamot & O° Malley 1990), ot onoies avihow t™ Geagntu uroSopi and tis yrnotines Bewgtes, obupwva LE Tic OnoLes UMdOXEL sémjr va cQnvevtel 7] SuadwAaota ms wAEnoys: omy ovata Smad} oy Ue tov onoto 0 avOgciawos eyémpahos nooohay paver, enebeoydteran Hai Onneder tug ahngoqootes mov déxeran. 3. Lrgarnyixés pdOnons xan Sidacxadac — Trodoyia orgarnyrady, 0 6006 orearnyins} Sev etven xawvorigus roy x90 -Ms Sidaxnwntigr SHO, Wi or neginay ta tékn mE Senaeriag Tov '80 megléxdeLe Hola TIC EMO és oTQamyunés, NOU oyeritovran us Thy axoxardoraon ms TeopogLnfs nowovlas. And ig aoxés ms dencteriag tov ’90 o gos orgarnyunt} amoritd woouxd regex Spevo XA ws OTQaTYIAés BEMQoUVTAL «or evegyeles TOV EH Aéyouv owverdy rd ot nabytés meoxemsévou agevds va moookdpovy vo didaxt avtineluevo Hat ageréoov va xetgiotoby anoreleqopatixd to mgoidy uabnOnd (Cohen 1998: 9). Ergamyimés yon opomotorivea xa omy exUdOnoN THs TA Hat omy expdbnon ms T2, av war ndroves qatvera va Sewgotvrai aegwoasree nardainhes omy exudOnon ths medmE 1 THs Setteons yAwoous avtloroy “Eva cxdpia ovowyelo Bratrega onpavaxs omy pehém tov otoamy Mav amote* hel nau to yeyovds Gu, moAAEs popécretvan, Svadidxgimy 7 Stapogd: wets tory oroamymdy xov avapégovean cog areatyyinés UdOnONS Har UTaY Tov avage:'/ poveat «ag axgarnymds SidaonaXlas. “Exot, 7 (ia oxartmyvar} propel va. eval’ Tourdygova croamyvar| UdEnoNS Hal didaoKariag, Térow nagdberyyo. aote: Rel n orQaMyLar| tov (Keoragidou — Evwdelin, 1992: 41). Teguoodrega yuo to ‘oyivara, orov Anderson (1983).To nabqua ms loroglas ws exixonvawiand asoiBdldov ja tov pabnty 167 speengunéve,, omy 24 gortosy 21 woOrrés, and r6vig onofous ot 16 eivau yn yevels ROL OL 5 adddyhwacon (2 povoovyavdsardes HE mQdiT yAcioos ta. TOUQ- syed, 2 wabnrés adm Boukycota wot 1 waOnnfs a6 ra Exdm.a). Bacwxot ox6 yor tov evaRaxnxod autos oy.eb(ov wabrjpeos vaiQav: a.m © gktonotnon tov xegonaion ms lowootas omy yhoo} Bubowxahia waa. exbte6- © qe0a 1 avery yhooowncy SebLonfraw and tows warts B. 9 xagovolaoy cov MeQlexopevon TMS EVSTITAS BE zQdmo xatavontd yuo ynyeveis nat ohA6- £. yamaoous nary. 1 éveaby tov adAdyhwoowV padntav omy téEn. OQ axedvacpds xau 1 opyavaon THE BidaoxaNas xeQuetxe TEDL otdduc: Bédon a': Agdoun™ : don B': Tlagovotacy tng didaxréag evdrytas con y': Enckeoyacia ms didaxtéag evdentas don 8': Eumédcon mg 5idaxcéas evdeytas @ASH A’: Apsounon Hodonms cepdqunjons epreoretye ™ civSeon pe to wQOT|YOCPEVE, | onofo. emt -qethyOnne ue ayy vToBoh nacdadnhoy EQUTGEAV TOUS paSnréc, ov omotes apo- - gogaav ta yeyovsta 100 segonyfennon?, adhd xa we m XOrION exomnos vAnov To anorehotice 0 cxtioroujos xéoms. Baowds orSxos ts axpogunons Uatio- Een evegyonotnon ms Aeoiindgxovoas ywaons taw pabyty oxetind jie to BE- ‘wo 9 meoqoOWN EvscryDyH tow AéGeaw - xAsidid tov nempodatov. AEoonpet- {ano vmiabe to yeyovss Stun spam cam{ nov tQoBhemdtay aoyeKd vo. raguéoet ‘Nemed xeptxov, Sujgnese molt megwsadtego, oroWxelo Gece ovoxeiopevo pe mueia. tov yaBnv, adhd neu He to (B10 vo mes BiddiomaMa xepdhouo. Ito meno\néva, oxtoxadiqOrce Ox. ot waByrds Bev etjav o& peyctho aus axo- Gaipvtoer tov gdho wv 300 peydhav ndhewy — xgoray (ABrivas - Exdigms), Egionelo ov bvoyggatve m petapaon omy exdpevn evouyec. po 2iPH B’: Hagovoiaon tyg didaxvéas evdentas ar gdon ave o SiSdoxev agmyHOnKe my evseyra,, magovordtovras cay7s- aig hékeig — whetb.d tov xepodatou, ov ray o: ers: AeBets ~ wdedud poling méhepos, ovnpaxia, OunALOS, weds, HataoTgoqUeds, AUTAQY- J. Or Leberg averygdiqnary OTOY MivedHaL RELL Yl. OQLOREVES and ourés éywe od omy ETYVOhOYLAH TOUS nooéhevon pe my Border tov. uxOrrey. H yer- ydom eEaxohoudotios va oxotehet Baowd ororyeto ms Sidaonodiag. Sgoneiuern negtmrwon, eyrvary eparjoeis 70 umevOipita tov nyettx6 06h TG ‘om Buignera tov Megowiy nohsuow xat reane ard tous uaBreds va Uo. rig mBavés averdodoeis tov chk eXnvuscov nOhEwv.168 Eievbeota Zayxa, Algtavbgos Oodupléns ASH I’: Exebeoyaola tng didaxtéas evdtytas Em dor ave} yonoporoujOyrory Srdqoges SQaomorsmyTEs, mov tig azo cay efte TQOMOMOMpEVES BOUT|OEIS tov OXOMxOd PIBALov efte GdAES Hora onéves eEcgyis. “Exot, 1 avitoroym yearn] Goxnon tov oxohvxot BrP) exaveapren.6 néxpchauo, nov negietxe 10 godasts ov ot warsés éagenE VO peudioovv edv apogotv Lnagriéres y AOnvatous, toononoufOnxe ws eB) podoris, nov eixav aviryoapel os xagrt nord THY MQOCETOLAOIG TS didac Mas, porpdorrxcy oe 10 aOyrés TOV oNXcOrxCLV OTOV xivaxa. O xabévas aviods Engenc vo SiaBdéoel m PQdon MoV exer Oro ¥Eo1 TOV, Eves OL undhoinol aentés ms TENS éxpere va averyvagioouy, Edy 0 paOntig mov pihder sb 0 Ayvaios # Enagrdémes. Aval 1 Soaomersryta, Por|Gyce tous pabnrés omy a. Tavdyor Tov xegiexopévov Tov xeporatov TS Jotopfas, cvpBaAovtas taut6: yoova omy arvéscrukn mg avoyveoctunis tvs SeELmTIG, eve RaQdNrpo, Sif xorpe THY AEPHYNPOTA| agdvotaon ms EvSTTAS CUTS TOY SSdoxovea xo omptoxoinae tovs paOnrés..2m ovvéxero, Eywav to. e€rjg Brwata: + OdiSdcx0v SéPace pa Pood to xetpevo me evsTITAS TOV ons BiB2Cov. * Orpadntés xwolomuay os opdSes tw tecaagav aT6ROY, avoporo: yevets wc meog MY ExfSoon xo THY mpo€hevon. ‘Eran, or adhdyhao- cot pabnrés Sev cxatéheoay pia xoguoTH opdda, 6a ovpfatver ov- vig, MAG evedyOnnav ors onddes tov ynyeven. © Moigdéomnay omy xG0e ondda or ahayidturhor tov TAQUYOGPOV : rou xelévou ms.evomytas, moU ela 1}dy eroyLaoret amd TOV 8186- OXOVTA, LE Todo Gore va pnogosy ov padytés va TOUS ‘“oNjoouv" ous avtforonyes Ragayoapous. Bacinds ovdxos tHS avaryvaotuntig rung ovoormyuntis umigge 1 eEovxetwon tov pabntaiy pe to Kefevo tov oxohxo0 PiBMou xou n excpr ToVs, Oro yout ThEOV eniedo, te 10 megiexsuevo ms evéemras. * Moigdomuav xddMec ova naidid, ya va. xoMajaouv tous 7 Toyo Jove oro PiBdio tovs. © OL pabytés avtiototyoay tous mhayiGtiThOUS ILE TIS TAPAYLAPOVS ‘He TOUS ROAANOGY OtO PIBAo tous. Xoovuxt} Sudgnera 12". a 1 a don A': Euntdwon ts evdeqrag Em Sidgnerea ms pans avrg Eywav o1 corsets He Ty Ce19G noV LMjgxav om parotunta nov duavepnOnne ovovs pabytés. H hoyuxt} ward tov oye Suaoud TOV aouroewy rrav 1 e&rig: Hxecm coxnon Ewotoe — AdBouc He 10 heBiAdyto TS evémmrag, Srng xan Endpevn Goran cvaacotxians, trary cowjacis averyve-170 ElevOepla Zdyxa, Aisgavdpos Ocodwgiong 3. “Hrav tétowog néiepos 0 Tekonownowxds. 4. “Hrav 1 oupnegupogd twv ASnvaiwv atoug cupudxous tous, 5. “Hrav yic. tous “Ednves 0 TMedkomovynouands a6he pos. H tehevtata aur doxnon, mov axotehel to amhosotego efSoc oraughe! Eou, exe wg ordxo my eEdoxnon tov padntay oto AektAdyio ms evetytas ‘tay, om desea ms opoyoupias. Kav, PeBatws, or pabytés rrav peyansrepns nhudtas 00. Emoviay not aortosts avortiis napaywyric Adyou, ot omofes Oa i yo to onin.n axgoororxida me evémmras 24, tov tetpablov egyaciay, o. at 5. Lupnegdopara Btvon cagés én éva. o7€810 padrparos Sev mgoopégerat yla ovvaryoryil yevie, HOTEQWY OULTEQGOETOY ovre PEBCLA yLa Magovotacn OUVOMndY amOTERE-- opdreoy. Pie tov Adyo aut6 Oa agnecroUpe oe nagameTEKg nov apogoty MV. avrandxoion ta uaOyndv xow ty xGdum and pEQoUs jos tov Sibaxtedv Or6zwv nov TEONHAV EEAOZIS. ‘ Ga eixape ver nagemorooupe 6m to wAsja Ge Sin Mm didoxeta. ms BiB oxaMag irav evxégioro xat peydn 1) avtandugion tov panty, ot omolol oupetetyay ce peydho padyd, ynyevels xa Styhmovor. A€toonpetwto etvat Gut n GoxNon pe tous mAcryLStithoUs OV extynjoape cEagyris Sti Ga rrav ev- Sexouévanc Svoxohn yla ta media, ohoxknQGenme pe entry.(a xo WGMOTO. RE AV eAdqOT Bamdivn YoSvov. Taga, o1 waOrrEs eEaowrOnpeav, QOCpOQ!- HG NCL YOGI OTO KaWOUQIO AEELASYLO, EVE GouTfONKaY TaUTdZQOVE HAL OE vhooounés SeEvomytec, Ong auréc mS aveyvaons Har mS OBoygaptas. Zuy- ueretyav extons opadued om Siexxegaiwon yhooowdy amajceay o1 onoles agogotcay to megleyduevo tov padrpatos ms Iovoglac, xdw nov dev efval oovnBes oF Eva nagadooiand péOnua. Torootas. Qox600, 1 EpaQKoyy UmigEe evSentvnj nat evoryrs wagapéver to evdexs- evo ms Stevovvoris ms. Bipioyeagia Anderson, J. (1983). The Architecture of Cognition. Cambridge: Harvard University Press. Carrasquillo, A. & Rodriguez, V. (1996). Language minority students in the mainstreart classroom, Clevedon: Multilingual Matters. Chamot, A. & O' Malley, J.M. (1990). Learning strategies in Second Language Acquisition. Cambridge: Cambridge University Press.To pda tng Toroglas ws exxowamand xepiBddlov yia tov adc 169 quams, ot oxotes moonyronnay, Mya tov Su elves evxol.deen 1 avayvisgion, xd THY avdxdnon, hag xngompogtas (Anderson 1983). OL aorrjoeis nov 55- Onxav eixay Ty Mapaxdt pooper): Tr Oupspacte and to péOnpa; Tia va dovye ... A, Luotd 4 AGOos; Bake ato cHots Tetpayovane 1. O Tlehonovvqaiaxds n6he Hos afrav epqtvos she N0¢. ZQ=ETO AA@OZ 2, 0 Tehomovnowaxds xOhE Log Tray waraougoqpinds mOAEOS. =QETO AAQOS 3. Or Tmagridtes trav emmeqadijs TS AbGyvalujs cuppoyias. ZQETO AAGOZ B. Hotes Adzers tongudtovy peragy tous; + Smagnétes Loxugot amy BdAa000. 2, © Tlekomovyrjouands m6hep05, woyvoot ony oveQué * © A@nvatot eugidiog mOE LOS * A@qvaior outa ue oupmegpood AxohosBnoav 01 aoxrjoeis oupsthrjQ@ons, OTIS onotes umjoxe plo HAydxe- Si). Bu, xoonyrienne exetn wow ms onofas oL waOntes aonrOryeary yoo. G0 MESO OV jabrBATOG, eMsooV eine HEN axonyndes 1 moOPOOURY| TOUS e&douon o’ autd. canes MONEHOS. 1. O Tlekonownovaxds xdhe wos rrav ... Qe Ov ABNVECOL HTCY ILO ..esessoeseenee+ TES TOUS Tnapwdtes omy Odhacoa. 3. Ov Sragnéres yirav entxepadsig MS Tledonovvnouamiis .....- 3 4, Ov AOnvator ovpnegupégovtcy .. se OTOUS ULPEZOUS TOUS. Im ovveyera, axohovOnoe y Tagaxdtw Goujon: to. telyn 1. Tovey x6\y om O6ha000. 2, “Hrav emneodsig me Mehonovwnotaxyis ouppoxias.To wddnna ts Iotoglas we exmowoviand negiPAMov ya tov pabyT} 171 it, A. (1998). Strategies in learning and using a second language. London: Longman. Commins, J. (19817). The role of primary language development in promoting © egucational success for language minority students. In California State Department Jot, Education (ed.), Schooling and Language Minority Students. A Theoretical “Framework, Los Angeles: California State Department of Education. . ‘mins, J. (1984). Wanted: A theoretical framework for relating language proficiency ‘academic achievement among bilingual students. In C. Rivera.(ed.), Language ficiency and Academic Achievement. Clevedon: Multilingual Matters. éiee, F. (1994). Educating Second Language children: The whole child, the whote M (1994). Teaching content fhrougi eon language. In F. Genesee (ed.) ating Second Language children: The whole child, the whole curriculum, the le community. Cambridge: Cambridge University Press. -D. J. (1994). The challenge of social studies for limited proficiency students. cola A Aquonsod! Adtiva: OEAB. Ss, Aa Behadins, A, Karoouhdxos 9, Xogedrong K,, (20038).