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Module 2.2 Supporting students with different first languages

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Module 2.2 Supporting students with different first languages

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Working in a multilingual school is a great challenge. I have never worked in such a school although my students may speak different first languages. Yet, since they can speak Greek, as a second language, and live in Greece, they prefer speaking in Greek. However, sometimes, especially at the beginning of the school year, we create a mini-dictionary with basic vocabulary in their first languages.

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Module 2.1 Example activities to develop students' intercultural competence

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Module 2.1 Example activities to develop students' intercultural competence

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My class has students from different cultural backgrounds so I used the idea of inviting the students into a project in which that had to describe important personalities in their country. They could talk about people from any domain, such as art, music, sports, politics, etc. The results of their work were presented in oral presentations in front of the whiole class. The students evaluated their classmates's work both in terms of both content and presentation skills.

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The most important skill for me as a teacher in a cultural diversity context is to be flexible so as to cope with this changing environment. Sensitivity and respect are also very important. The biggest challenge though is the teacher's ability to adapt to the new and incorporate it in his/her teaching.

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Module 1.1 Why talk about cultural diversity in schools

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Module 1.1 Why talk about cultural diversity in schools

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I have taken this course since I think that multi-ciltural classes are a reality nowadays and that this teaching situation will grow the next years. I feel that it is important that the students will be trained to accept tolerance in the context of cultural diversity.

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I usually teach using traditional and modern methods depending on the situation. In other words, I give lectures in the question and answer mode; I make discussions; I put the students in pairs or in groups and assign them tasks; I assign them more extensive projects (PBL method) that they have to produce something, a presentation or a poster, etc. When I am making use of projects in my classes, I usually focus on the product at the end of the curriculum and not on the process. I feel that the PBL seminar will help me to improve my teaching methods for the benefit of my students. However, e-twinning projects helped me to reverse this situation. In other words, I pay more attention to the process and develop the 21st skills of my students as mentioned in the video. Yet, e-twinning projects are not part of the Greek regular school curriculum and the ideas, techniques and processes that I have learned can not be transferred as a whole to the other subjects. I only try to take bits and pieces of them and adjust them in the regular subjects.

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My students are 12-15 years old. They speak English, French and German. Their level of English is pretty good and they are quite experienced in using ICT tools. My school is also involved in environmental, artistic, sports and technological activities. We use computers and interactive whiteboards. In our school we have alot of children coming from different countries and some of them are economic immigrants. This raises cultural diversity issues.

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My name is Katerina Kostaki. I work as an English teacher in the 2nd Junior High school of Nikea, a city 10 km away from Athens, Greece. I have been teaching English for 18 years.  The last two years I have been involved in e-twinning projects. We have been awarded two National Labels. I love my job and I like improving and learning new things especially related to technology. I also like travelling, taking photos and communicating with people!