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This document summarizes a poetry integration project at the Kalamata Second Chance School in Greece. The school aims to help immigrants acquire language skills and social/cultural competencies to promote linguistic proficiency and cultural understanding. A team of trainees created weekly booklets with a poem for each day of the program. Poetry cultivation encourages multicultural values through open social engagement without exclusion. Educational practices based on reception and aesthetics allowed trainees to develop self-activity by interacting with and creating their own texts. Through creative activities, the trainees felt their attraction to knowledge and self-esteem grow as their decision to continue lifelong education was reinforced. Efforts were made to use digital media to share the work. The project helped create an inclusive team
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summary of work presented at the University of Patras
This document summarizes a poetry integration project at the Kalamata Second Chance School in Greece. The school aims to help immigrants acquire language skills and social/cultural competencies to promote linguistic proficiency and cultural understanding. A team of trainees created weekly booklets with a poem for each day of the program. Poetry cultivation encourages multicultural values through open social engagement without exclusion. Educational practices based on reception and aesthetics allowed trainees to develop self-activity by interacting with and creating their own texts. Through creative activities, the trainees felt their attraction to knowledge and self-esteem grow as their decision to continue lifelong education was reinforced. Efforts were made to use digital media to share the work. The project helped create an inclusive team
This document summarizes a poetry integration project at the Kalamata Second Chance School in Greece. The school aims to help immigrants acquire language skills and social/cultural competencies to promote linguistic proficiency and cultural understanding. A team of trainees created weekly booklets with a poem for each day of the program. Poetry cultivation encourages multicultural values through open social engagement without exclusion. Educational practices based on reception and aesthetics allowed trainees to develop self-activity by interacting with and creating their own texts. Through creative activities, the trainees felt their attraction to knowledge and self-esteem grow as their decision to continue lifelong education was reinforced. Efforts were made to use digital media to share the work. The project helped create an inclusive team
Poetry as a means of integration of immigrant: A project at
Kalamata Second Chance School
Dr. Evangelia Kylintirea 1 ,
Georgia Gallou 2 1 Greek Literacy Educator, General Lykeio of Dorio 2 Greek Literacy Educator, Principal of Kalamata Second Cance Scool Conference Strand: 5. Good Teaching Practice Key words! poetry, lifelong long learning, integration, immigrant" Abstract Second Cance Scool", a" a ne# yet con"ummate in"titution of lifelong education, ave developed po#erful mecani"m" for te integration of immigrant" in local "ociety. $ne of teir main o%&ective" i" to provide all immigrant" #it a cance to ac'uire te lingui"tic de(teritie" and "ocial, multicultural facultie" nece""ary for acieving lingui"tic proficiency and cultural compreen"ion. )i" #a" al"o one of te o%&ective" of te pro&ect *+ Poem for Every Day,-, #ic #a" developed %y a team of adult trainee" of Kalamata Second Cance Scool . )eir main o%&ective #a" to produce #eekly %ooklet", eac containing "even poem", one for eac day of every #eek of te program. Poetry con"titute", %ecau"e of it" inten"ely open "ocial caracter tat not only allo#", %ut actively "eek" te individual approac, an e(cellent mean" for cultivating te value" of a multicultural "ociety. )e trainee", Greek and immigrant" alike, approaced poetry #itout e(clu"ion" and "tigmati.ation", tey *conver"ed- and created #it it. Educational practice" %a"ed on te teorie" of reception and ae"tetic" #ere u"ed to allo# te trainee" to develop "elf/activity! tey co"e tem"elve" all te literary te(t" tey *conver"ed- #it, "aping tu" ne# reading a%it", and created teir o#n te(t" for te poem". 0oreover, troug a "erie" of creative activitie" 1creative #riting and poem recon"truction, creation of Dada poem", creation of vi"ual and multimodal te(t", a" #ell a" multimedia2, te trainee" felt teir attraction to kno#ledge gro#, teir "elf/e"teem "trengtened and teir deci"ion to return to lifelong education reinforced. +n effort #a" made, in accordance #it te o%&ective" of lifelong education for immigrant", to u"e 3C) a" muc a" po""i%le 1ence te creation of te %log ttp!441poima.%log"pot.com42. La"t %ut not lea"t! te participation of immigrant" in te pro&ect contri%uted to te creation of a team tat approaced poetry #itout predetermined an"#er", only troug te eye" of te %rain and te eart5 a team tat allo#ed and, often, "ougt cultural difference and managed to render te *oter- into an e""ential component of *#e-.
Education Pack "all different - all equal": Ideas, resources, methods and activities for non-formal intercultural education with young people and adults