{"id":138,"date":"2019-12-07T11:21:48","date_gmt":"2019-12-07T09:21:48","guid":{"rendered":"https:\/\/bridges.sites.sch.gr\/?page_id=138"},"modified":"2019-12-07T15:26:47","modified_gmt":"2019-12-07T13:26:47","slug":"issue-1","status":"publish","type":"page","link":"https:\/\/bridges.sites.sch.gr\/?page_id=138","title":{"rendered":"Issue 1"},"content":{"rendered":"\n

Published by<\/strong>:
Teachers of English Union of Thrace & Eastern Macedonia
Website: https:\/\/bridges.sites.sch.gr\/<\/a><\/p>\n\n\n\n

ISSN<\/strong>: 2654-1564<\/p>\n\n\n\n

Managing Editor:<\/strong>
Nelly Zafeiriadou
Teacher of English, MA, EdD, PhD candidate at DUTH,
Ex State School Advisor for English language Teaching of Thrace<\/em>
E-mail: nelzafeir@sch.gr<\/a>
Website: nelzafeir.sites.sch.gr<\/a><\/p>\n\n\n\n

Editorial Advisory Board<\/strong>
Angeliki N. Deligianni, Educational Advisor in Great Britan<\/em>
Joseph E. Chryshochoos, Pedagogical Institute<\/em>
Karin Boklund \u2013 Lagopoulou, Aristotle University<\/em>
Anastasia Papakonstantinou, Athens University<\/em>
Radmila Popovic, University of Belgrade<\/em>
Marion Williams, University of Exeter<\/em><\/p>\n\n\n\n

Editorial Board<\/strong>
Lia Gantidou
Alexandra Economou
Kostas Kostoudis
Maria Plytaria
Nelly Zafeiriadou<\/p>\n\n\n\n

Art Director<\/strong>
Rodoula Paschalidou<\/p>\n\n\n\n

Printed by:<\/strong>
Paratiritis Ltd
Website: paratiritis-news.gr<\/a><\/p>\n\n\n\n

\u00a9 BRIDGES – ISSUE 1 – 1 September 1999<\/strong><\/p>\n\n\n\n

Angeliki Deligiani: Thinking Skills through English Language Tasks<\/h3>\n\n\n\n

Angeliki Deligianni, EFL School Advisor<\/strong><\/em><\/p>\n\n\n\n

It is not your business to teach him the various sciences but to give him a<\/p>\n\n\n\n

taste for them and methods of learning them when this taste is more<\/p>\n\n\n\n

mature. This is assuredly a fundamental principle of all good education.<\/p>\n\n\n\n

(Rousseau, 1762)<\/p>\n\n\n\n

Rapid, economic, social and technological changes globally give rise to increasing interest in the idea of teaching thinking skills and strategies. Within the world of education we can see thinking as a set of transferable skills, such as problem solving and learning to learn, that all schools should be seeking to promote and which constitute the corner stone of the recent educational Reform in Greece.<\/p>\n\n\n\n

Learning to learn is not a new idea. It dates back to Socrates and Plato and has been championed by great philosophers and educationalists throughout the century. Undoubtedly, the most exciting developments in the \u201clearning to learn\u201d field are now arising from practical applications of cognitive psychology. Research has demonstrated that few young adults have acquired efficient learning techniques by the time they leave school. A large number of learners cannot explain why they fail, how they learn or what skills and strategies they have acquired or are necessary for certain learning tasks. However, there is increasing evidence that training individuals in thinking skills results in improving their ability to learn, in other words, developing their cognition.<\/p>\n\n\n\n

Cognitively based research, training and teaching programs are common place throughout Europe, Australia, South Africa, Asia, Canada and the U.S.A. Throughout the world there is now widespread acceptance of what great philosophers of education such as John Dewey argued. It is globally accepted now, that it is necessary to find ways of helping learners become more flexible, adaptable and autonomous; in other words to develop their cognition through school subject teaching, with the final aim to enable them to deal with their own learning as well as with issues arisen at the dawn of the 21st<\/sup> century. It seems curious that we have invested vast amounts of time and energy in teaching children basic access skills, like reading and writing whilst paying relatively little attention to consciously developing and extending their range of thinking \/ cognitive skills and strategies. And yet, in our controversial world which changes discontinuously in many unexpected ways and unforeseen directions, when it is difficult to predict what knowledge will be essential or useful for the future, developing self-knowledge and the ability to \u201clearn how to learn\u201d is surely more important than ever before. In Roger\u2019s words<\/p>\n\n\n\n

The only man who is educated is the
man who has learned how to adapt
and change; the man who has
realized that no knowledge is secure;
that only the process of seeking
knowledge gives a basis for security.<\/p>\n\n\n\n

(Rogers 1969: 104)<\/p>\n\n\n\n

It is becoming clear that the quest to teach thinking \/ cognitive skills and strategies is a necessary underpinning to the educational Reform in Greece rather than an additional component. In this context, students are assessed not only on facts and information but also on a wide range of conceptual, linguistic and procedural knowledge. Students require the skills necessary to study a wide variety of evidence, comprehend and extract information from it, notice gaps and inconsistencies and detect bias. Additionally they need to be fluent in a range of basic procedures involved in classification or comparison.<\/p>\n\n\n\n

It follows from this, that there is a strong implication for EFL teachers and their contribution to producing young people who will effectively meet the challenges of the new millennium. As Vygotsky claims, it is by means of language that culture is transmitted, thinking develops and learning occurs. English language teachers need to be trained, first of all, to be able to teach thinking \/ cognitive skills and strategies through English language tasks. Teaching thinking in the English language class can provide a real purpose for using the language as well as developing the language itself. Such an approach provides real educational value to the tasks used in the language classroom because the skills involved in critical and creative thinking, as well as in solving problems are necessary for effective functioning in the world, in general.<\/p>\n\n\n\n

This has been my main concern, as being an EFL school advisor, and heavily informs the approach I take to English language teacher training practices, engaged in the seminars I provide the teachers in my responsibility areas with. This is also what I intend to do through this kind of communication provided by \u201cBridges\u201d, the journal edited by Teachers\u2019 of English Union of Thrace (T.E.U.T).<\/p>\n\n\n\n

\u00c1t this point I would like to take this opportunity of thanking the Board members of T.E.U.T. and congratulating them on their initiative to produce this journal. As well as expecting that their enthusiasm will be conveyed to all T.E.U.T members, I am also convinced that the combination of hard work and enjoyment of creativity and innovation will bring about success. I shall definitely support this endeavor with great pleasure and expectations.<\/p>\n\n\n\n

Coming to a conclusion after having discussed, in general terms, the topic of thinking \/ cognitive skills and strategies through English language, we shall continue in the next issue with:<\/p>\n\n\n\n

the distinction made between thinking skills and thinking strategies,<\/p>

the presentation of the content of thinking skills and strategies and<\/p>

the presentation of the basis underpinning teaching thinking, that is the theoretical framework within which the EFL teacher would operate effectively.<\/p><\/blockquote>\n\n\n\n

Additionally, I shall suggest ways of practical application in the classroom as well as examples, as illustrations of how to do this. As I am deeply concerned with the teacher\u2019s role in this context, my ultimate goal is to enable teachers to perceive their new role as well as train them to cope with these recent requirements so that the teaching process becomes a fruitful and enjoyable experience for both the teachers and the students.<\/p>\n\n\n\n

References<\/strong><\/p>\n\n\n\n

Rogers,C.R.(1969). Freedom to learn<\/em>. Columbus, Ohio:Charles Merrill.<\/p>\n\n\n\n

Vygotsky, L.(1962). Thought and Language<\/em>. Cambridge, Mass:MIT Press.<\/p>\n\n\n\n

Vygotsky, L. (1978). Mind in Society: the development of higher psychological processes<\/em>. Cambridge, Mass:Harvard University press.<\/p>\n\n\n\n

Williams, M. & Burden, L.B. (1997). Psychology for Language Teachers: a social constructivist approach.<\/em> Cambridge University Press.<\/p>\n\n\n\n

Williams, M. & Burden, L.B (1998). Thinking through the Curriculum.<\/em> London: Routledge.<\/p>\n\n\n\n

______________<\/p>\n\n\n\n

*This paper was first presented in the \u201c1st<\/sup> International meeting on EFL in Secondary Education\u201d. London: July, 28th<\/sup>-30th<\/sup>, 1999.<\/strong><\/p>\n\n\n\n

Costas Calaitzidis, Apostolia Fotiadou, Theodoros Skenderis: Homework in Primary Schools in Six European Union Countries -The Teacher\u2019s Perspective<\/h3>\n\n\n\n

Costas Calaitzidis, Apostolia Fotiadou, Theodoros Skenderis<\/strong><\/p>\n\n\n\n

Teachers in Germany, Greece, Italy, the Netherlands, Spain and the United Kingdom working with children aged 9-11 were interviewed about their practice regarding homework and their understanding of the learning which homework aims to facilitate; interviews covered the types of homework tasks seen as appropriate; criteria that define quality and quantity; marking and returning; records kept; sort of motivation given to pupils; any communications with parents; involvement of parents in homework; perceived difficulties and successful practice.<\/p>\n\n\n\n

The function of homework<\/strong><\/p>\n\n\n\n

Most teachers talked about their personal experience rather than referred to theoretical ideas or learning models. It seems that the approach towards homework is still individual and practical in all six countries. All teachers could see the value of homework. However, different opinions regarding the aim of homework emerged even from those teachers who stated that they do not assign any homework but confine themselves to doing the coursebook exercises in the classroom.<\/p>\n\n\n\n

They considered homework as:<\/p>\n\n\n\n

A way of reinforcing and\/or completing the work done in the classroom.<\/p>

Encouragement of independent practice aiming at the development of independent learning,<\/p>

A way of reinforcing respect for rules and conformity with a given educational or didactic model,<\/p>

A way of helping pupils to form good study habits and skills,<\/p>

An opportunity for the pupils to extra practice, to reflect and act on their own in a quieter atmosphere where they can concentrate better,<\/p>

A chance for children to learn how to organise their own time and space outside of school in an independent and responsible way,<\/p>

An opportunity to assimilate, revise, consolidate and recycle acquired knowledge,<\/p>

A chance for pupils to work with more challenging tasks,<\/p>

A complement and\/or extension of classwork especially because classtime is never enough,<\/p>

An enrichment of learning contents when the state school timetable would seem to be insufficient to cover a large amount of assigned learning areas,<\/p>

A chance for teachers to establish a link between home and school,<\/p>

A way of checking the degree pupils understood the lesson; and establish school and after school programmes to help disadvantaged children with extra lessons or study support given regularly or sporadically by teachers, educators, tutors.<\/p>

An integral part of the educational system in Germany; the task of homework is seen as twofold: a) to further exercise, consolidation and application of what the children have learnt, and b) to contribute to the development of thinking for oneself and working on one\u2019s own.<\/p><\/blockquote>\n\n\n\n

Teachers thought that homework could not only stimulate an interest in learning, but also form good study habits, encourage independent learning and responsibility and pupil commitment in work. The criterion which predominates in schools is related to the idea of allowing pupils to become responsible and independent. In addition to that, homework is regarded as a means of preparing pupils to enter secondary school. It is an opportunity for children to communicate with parents about school life and learning. Dealing with topics with their families helps parents know their children better; it allows them to intervene more adequately. It is also a means of communication between the school and the family.<\/p>\n\n\n\n

Homework increases motivation in learning, since it helps pupils have a good predisposition towards daily work. It obliges them to anticipate what they have to do the following day, as opposed to doing so when they are at school. Homework helps them concentrate, remember what has already been done and see what doubts they have. It potentiates the independence of the pupil. The child has the possibility of carrying out a task alone without having to follow an order given by an adult. The child learns how to work alone and this allows them to improve their self-esteem since they are capable of solving problems without the presence of the teacher. It helps them achieve a personal responsibility. The instructions on how homework should be presented must be followed and so good working habits are created.<\/p>\n\n\n\n

Homework tasks allow pupils to organise their personal time. They must \u201cdistribute\u201d daily chores on both short and long term bases. It is important that children organise space, not at school but at home, and they distribute the amount of work they have according to the time they have to do it. It allows individual reflection and independence in problem solving. It helps in determining capabilities and shortcomings without the direct help of the \u201comniscient\u201d teacher. The learners benefit through the possibility of improving their school performance. It is homework, too, that \u201cpromotes\u201d the importance of the educational aspects connected with the idea of self-worth, sense of responsibility and the importance of the reassurance as a personal learning check.<\/p>\n\n\n\n

 * This article is an extract from a report on a EC Socrates Project entitled \u201cRaising the Quality of Learning beyond the classroom\u201d.<\/strong><\/p>\n\n\n\n

Costas N.Kalaitzidis: The qualities of a good Foreign Language teacher<\/h3>\n\n\n\n

Costas N.Kalaitzidis<\/strong>, E.F.L. Adviser (Ret.)<\/p>\n\n\n\n

\u0391. Background Knowledge<\/strong><\/p>\n\n\n\n