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E-Lingua Franca 13 June 2010

E-Lingua Franca 13 June 2010

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e-Lingua Franca by Floras Bookshops Athens Greece
e-Lingua Franca by Floras Bookshops Athens Greece

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The Disabled Access

Friendly campaign
(How can you help)
Paul Shaw and the team Disabled Access
Friendly Coordinator _ ™ÂÏ. 2
TÈÌÔηٷÏfiÁÔ˘˜ 2009-2010
˙ËÙ¿ÂÈ ÙÔ ˘Ô˘ÚÁ›Ô
OÈÎÔÓÔÌ›·˜ _ ™ÂÏ. 3
Inclusion. A luxury or a
necessity?
¢Ú £ÂÔ‰ÒÚ· ¶··‰ÔÔ‡ÏÔ˘ _ ™ÂÏ. 6
It’s no picnic
Sylvia Kar _ ™ÂÏ. 8
ELT News _ ™ÂÏ. 10
Dictionnaires électroniques:
la nouvelle donne
dans l’ apprentissage
des langues
Constantin Tegos _ ™ÂÏ. 12
7
e
Congrès Panhellénique et
International des Professeurs
de français _ ™ÂÏ. 13
H Û˘Ì‚ÔÏ‹ ÙˆÓ ÂÚÁ·Ï›ˆÓ
ÏÔÁÈÛÌÈÎÔ‡ ÛÙËÓ ÂÎÌ¿ıËÛË
ÏÂÍÈÏÔÁ›Ô˘ Í¤ÓˆÓ ÁψÛÛÒÓ
¢ÈÔÓ‡Û˘ º·Î›Ú˘ _ ™ÂÏ. 14
°ÓˆÚ›˙ÂÙ fiÙÈ ÌÔÚ›
Ó· ‰ÈηÈÔ‡ÛÙÂ
‰ˆÚÂ¿Ó ‚È‚Ï›·; _ ™ÂÏ. 16
ŒÎ‰ÔÛË “BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜”
M·Ú›· ºÏˆÚ¿ E¶E
¶·ÓÂÈÛÙËÌ›Ô˘ 59, Aı‹Ó·
TËÏ.: 210 5232621
Y‡ı˘ÓË ¤Î‰ÔÛ˘:
™Ù¤ÏÏ· ºÏˆÚ¿
stella.floras@floras.gr
>T‡¯Ô˜ 13 >M¿ÈÔ˜ 2010
MËÓÈ·›· ËÏÂÎÙÚÔÓÈ΋ ¤Î‰ÔÛË ÁÈ· ÙÔÓ ÎÏ¿‰Ô Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
2
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
The Disabled Access Friendly campaign aims to raise awareness about
the needs of the physically disabled (AMEA) and to improve accessibility
for disabled people initially in Foreign Language Centers in Greece. The
campaign's website is currently under construction and will provide
school owners, students and publishers with useful materials and tools that
will help achieve these goals. There will be tips on how to empower the disabled, worksheets
for teachers of English as a Foreign Language to use in the classroom, a forum for students
and teachers to share their experiences either as, or with, the disabled, and much more.
Everybody will be able both to contribute and benefit from the information on the site.
Many of you have directly asked “How can I
help?” and we are sure there are many more
people that would be willing to offer their
expertise or share their ideas and
experiences if they had a clear idea of what
is needed. Therefore we are putting out this
“Call for Help” in the following specific areas
and invite anyone who can assist, in however
small a way, to contact us (see below). The
level of commitment and time you are able to
offer is up to you.:
Production of worksheets for learners of
English which will raise awareness about
the disabled.
We need material writers, designers,
illustrators and teachers to come forward.
Acknowledgement of your contribution would
appear on worksheets available for downloading. An
example of this will be seen in next months ELTnews;
kindly provided by Malcolm Mann.
Sharing of experiences
We need school owners and teachers to share their stories
about accommodating disabled children in the classroom
and to talk about their experiences in teaching the
disabled. Photos/videos would be welcome of perhaps
how the school has made structural or methodological
changes.
You could include details about what motivated you to
make any changes to your premises to accommodate
someone who is disabled, what changes were necessary
and how you achieved them, the reaction of students and
parents, your opinion on whether you have a responsibility
to sensitize young people to social issues, how a disabled
classmate is accepted and manages in the classroom,
difficulties encountered by the teacher, and whatever else
you would like to share.
The name of your school and a link to your school's
website would be added to published articles.
Teachers could also collect input from their students (both
able-bodied and disabled) and send it in on their behalf.
You could describe your feelings and
experiences and include information on how
your attitudes have changed or what you
have learned, and ideas on what you would
like to see happen in the future.
Your first name, the name of your school and
a link to your school's website would be
added to published articles.
Brainstorming of ideas for school projects
A project on an important social issue like
access for the disabled could be a real
showpiece for any school. Anybody can
submit an idea for a short or longer term
project. This could be anything from a
compilation of poetry to a petition to the local
authorities to a survey on accessibility issues
in the community. If you can provide an idea
for consideration, we would then provide relevant
background material.
Your name, and/or the name of your school and a link to
your school's website if relevant, would be added to the
projects selected for downloading from the site.
FAQs
We have already come across some of these, such as:
1. What are the minimum requirements that would make a
Foreign Language Center “Disabled Access Friendly?”
2. Where can I get practical information on making
improvements to a building so that it is “Disabled Access
Friendly?”
3. What are the legal provisions for the disabled in
Greece?
We are sure you have many more questions. Please send
them to us (see below) so that we can provide
comprehensive and useful information on the website.
How to submit input or contact us
Please send your contributions, ideas or offers of help by
e-mail to: disabledaccessfriendly@hotmail.com
Thank you in advance for your active support. Remember
even small actions speak louder than words!
Paul Shaw and the team
Disabled Access Friendly
Coordinator
«Raising Awareness and Promoting
Change for the Disabled in Foreign
Language Schools in Greece»
The Disabled Access Friendly campaign
(How can you help)
3 TEYXO™ 13 MA´O™ 2010
OÏ· Ù· ‚È‚Ï›· ÁÈ· Ù· ηÏÔηÈÚÈÓ¿ Û·˜ Ì·ı‹Ì·Ù· Î·È ÙȘ ηÏÔηÈÚÈÓ¤˜ Û·˜
‰È·ÎÔ¤˜ ·fi Ù· BÈ‚ÏÈÔˆÏ›· ºÏˆÚ¿˜
ÛÙȘ ηχÙÂÚ˜ ÙÈ̤˜ Ù˘ ·ÁÔÚ¿˜!
K·È ÁÈ· ηÏÔηÈÚÈÓ¿......·¢ı›·˜ ÛÙÔ˘ ºÏˆÚ¿!
ñ∞ı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59 - ÙËÏ. 210-3215590 ñ¶ÂÈÚ·È¿˜ ∑ˆÛÈÌ¿‰ˆÓ 46 - ÙËÏ. 210-4172819 ñ∫·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31 - ÙËÏ. 210-9577435
ñ¶ÂÚÈÛÙ¤ÚÈ ∂ıÓÈ΋˜ ∞ÓÙÈÛÙ¿Ûˆ˜ 87- ÙËÏ. 210-5756882 ñ ¡.πˆÓ›· §.∏Ú·ÎÏ›Ԣ 350 ∂ÌÔÚÈÎfi ∫¤ÓÙÚÔ πO¡π∞ 2000 -ÙËÏ. 210-2710665
ñ∞ÈÁ¿Ïˆ ™Ù¤Ê·ÓÔ˘ ™·Ú¿ÊË 2 - ÙËÏ. 210-5312269 ñª·ÚÔ‡ÛÈ ªÈÏÙÈ¿‰Ô˘ 16 - ÙËÏ. 210-8066377
ñ∏ÏÈÔ‡ÔÏË ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 14 - ÙËÏ. 210-9955162 ñ÷ϿӉÚÈ ∏ÚÒ‰Ô˘ ∞ÙÙÈÎÔ‡ 4 - ÙËÏ. 210-6844417
ñ∫ÔÚ˘‰·ÏÏfi˜ ∫Ô˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56 - ÙËÏ. 210-4942302
EȉÈΤ˜
ÙÈ̤˜
ÁÈ· Ì·˙ÈΤ˜
·Ú·ÁÁÂϛ˜
TÈÌÔηٷÏfiÁÔ˘˜ 2009-2010
˙ËÙ¿ÂÈ ÙÔ ˘Ô˘ÚÁÂ›Ô OÈÎÔÓÔÌ›·˜
HÏÂÎÙÚÔÓÈ΋ ηٿıÂÛË ˆ˜ 31/05
ªÂ ·ÁÔÚ·ÓÔÌÈ΋ ‰È¿Ù·ÍË ÙÔ˘ ˘Ô˘ÚÁ›Ԣ √ÈÎÔÓÔ-
Ì›·˜, ∞ÓÙ·ÁˆÓÈÛÙÈÎfiÙËÙ·˜ Î·È ¡·˘ÙÈÏ›·˜, ÔÚ›˙ÂÙ·È fiÙÈ Ù·
οı ›‰Ô˘˜ ÊÚÔÓÙÈÛÙ‹ÚÈ·, ȉȈÙÈο ÈÓÛÙÈÙÔ‡Ù· Â·ÁÁÂÏ-
Ì·ÙÈ΋˜ ηٿÚÙÈÛ˘, ÂÚÁ·ÛÙ‹ÚÈ· ÂÏ¢ı¤ÚˆÓ ÛÔ˘‰ÒÓ,
ȉȈÙÈÎÔ› ‚ÚÂÊÔÓËÈ·ÎÔ› Î·È ·È‰ÈÎÔ› ÛÙ·ıÌÔ› ˘Ô¯ÚÂÔ‡-
ÓÙ·È Ó· ηٷı¤ÙÔ˘Ó Û ËÏÂÎÙÚÔÓÈ΋ ÌÔÚÊ‹ ÙÔ ·ÚÁfiÙÂÚÔ
̤¯ÚÈ ÙËÓ 31Ë ª·˝Ô˘ ÂοÛÙÔ˘ ¤ÙÔ˘˜ ÙÈÌÔηٿÏÔÁÔ ÙˆÓ
·Ú¯fiÌÂÓˆÓ ˘ËÚÂÛÈÒÓ ÙÔ˘˜. ∏ ·ÓÙ›ÛÙÔÈ¯Ë Ú‡ıÌÈÛË ›-
Û¯˘Â ‹‰Ë ÁÈ· Ù· ȉȈÙÈο ÂÎ·È‰Â˘Ù‹ÚÈ· Î·È ÂÂÎÙ›ÓÂÙ·È
ÙÒÚ· Î·È ÛÙ· ÏÔÈ¿.
∏ Û¯ÂÙÈ΋ ·Ó·ÎÔ›ÓˆÛË Ù˘ ˘Ô˘ÚÁÔ‡ ·Ó·Ê¤ÚÂÈ: «∏ ˘-
Ô¯ÚˆÙÈ΋ ˘Ô‚ÔÏ‹ ÙÈÌÔηٷÏfiÁˆÓ ÛÙË ÁÂÓÈ΋ ÁÚ·Ì-
Ì·Ù›· ∂ÌÔÚ›Ô˘, Î·È ÂȉÈÎfiÙÂÚ· ÛÙË ¢È‡ı˘ÓÛË ¶·Ú·-
ÙËÚËÙËÚ›Ô˘ ∆ÈÌÒÓ Î·È ∆ÈÌÔÏË„ÈÒÓ Ù˘ ÀËÚÂÛ›·˜ ∂Ô-
Ù›·˜ ∞ÁÔÚ¿˜, ·fi Ù· ¿Û˘ ʇÛˆ˜ ȉȈÙÈο ÂÎ·È-
‰Â˘Ù‹ÚÈ· ÚԂϤÂÙ·È ÛÙÔ Ï·›ÛÈÔ Ù˘ ·Ó¿Á΢ Ï‹„˘
̤ÙÚˆÓ ÁÈ· ÙËÓ ·Ú·ÎÔÏÔ‡ıËÛË Î·È ÂͤÏÈÍË ÙˆÓ ÙÈÌÒÓ
ÙˆÓ ·Ú¯ÔÌ¤ÓˆÓ ˘ËÚÂÛÈÒÓ ·fi ÔÚÈṲ̂ӷ ÂÎ·È‰Â˘-
Ù‹ÚÈ·, Ì ÁÓÒÌÔÓ· ¿ÓÙ· ÙË ‰È·ÛÊ¿ÏÈÛË Î·È ÚÔÛÙ·Û›·
ÙˆÓ ÔÈÎÔÓÔÌÈÎÒÓ Û˘ÌÊÂÚfiÓÙˆÓ ÙˆÓ Î·Ù·Ó·ÏˆÙÒÓ».
√È ÙÈÌÔηٿÏÔÁÔÈ ı· Ú¤ÂÈ Ó· ·ÔÛÙ·ÏÏÔ‡Ó ËÏÂ-
ÎÙÚÔÓÈο ̤¯ÚÈ ÙËÓ 31Ë ª·˚Ô˘ ÛÙËÓ ‰È‡ı˘ÓÛË email
ftsirog@e-prices.gr.
√È ·Ú·‚¿Ù˜ Ù˘ ·ÁÔÚ·ÓÔÌÈ΋˜ ‰È¿Ù·Í˘ ı· ÙÈ̈-
ÚÔ‡ÓÙ·È Ì ÙȘ ÚÔ‚ÏÂfiÌÂÓ˜ ·fi ÙÔÓ ÈÛ¯‡ÔÓÙ· ∞ÁÔÚ·-
ÓÔÌÈÎfi ∫Ò‰Èη ÔÈÓ¤˜ Î·È ÚfiÛÙÈÌ·.
6
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
Throughout the world, educators try to develop positive educational experiences that all
children can enjoy and benefit from. This is the basic notion of inclusive education. Inclusive
education means enriching and rewarding educational experiences in a school that accepts
diversity and finds ways to make all students benefit from the educational system.
The Nati onal Centre on Educati onal
Restructuring and Inclusion developed the
following definition of inclusive education:
“Providing to all students, including those with
significant disabilities, equitable opportunities
to receive effective educational services, with
the needed supplementary aids and support
services, in age appropriate classrooms in
their neighbourhood schools, in order to
prepare students for productive lives as full
members of society.”
Inclusion is about belonging and participating
in a diverse society.
Teachers make modifications, adaptations
and accommodations to classroom activities,
in order to include children with disabilities and
other special needs in their classroom and to enhance their
participation.
In the last few decades, the view of special education has
changed in all societies. Instead of segregating students
with special needs in special classes and schools, inclusive
education supports the notion that schools should be made
to meet the needs of all students. The educational system is
responsible for including students with different educational
needs in the mainstream schools. The idea of inclusion
seems to be a major challenge in many countries (Flem &
Keller, 2000; Haug, 1999; Snyder, 1999; Hughes, Schumm
& Vaughn, 1996).
Several laws have been legislated worldwide in order to
open doors of public schools to students with special
educational needs. The first one was Public Law 94-142, the
Education for All the Handicapped Act (1975).
This law features two provisions:
ñ Al l handi capped chi l dren shoul d be
provided a free appropriate public education
ñ This education must take place in the least
restrictive environment.
The previ ous l aw went through several
revi si ons and i n 1990 i t was renamed
Individuals with Disabilities Education Act
(IDEA). The law states that a continuum of
placement options be made available to meet
the needs of students with special needs. The
law requires that:
To the maximum extent appropriate, children
with disabilities are educated with children
who are not disabled, and that special classes,
separate schooling, or other removal of children with
disabilities from regular environments occurs only when the
nature or severity of disability is such that education in
regular classes with the use of supplementary aids and
services cannot be attained satisfactory (IDEA, Sec 612 5B).
Teacher's attitudes towards inclusion vary across the
education field. Numerous studies have involved teachers'
attitudes towards inclusion. In some studies the term
integration or mainstreaming is used, while in others the
term inclusion is preferred. They all seem to refer to a
situation in which a class, a school, or an educational
system tries to meet the needs of students with different
educational needs.
Inclusive education is an ideology that mirrors equality
among learners, barrier free participation and integration.
The core of this ideology is that each institution must be
ready and flexible to change its policies and curriculum in
order to accept and absorb students who need different
teaching approaches and in some cases appropriate
adaptations in order to develop their potentials in the regular
classroom. Inclusive environments value the integral right of
each individual to share equal educational opportunities that
will help them enjoy positive learning experiences.
In an inclusive school environment, all professors are
trai ned i n behavi our management techni ques and
specialized teaching strategies. (Anne-Marie Wright, Sina
Abdi -Jama, Susan Col quhoun, Jan Speare, Tracey
Partridge, 2006).
Inclusion has become a critical part of a worldwide effort to
improve the delivery of services to students with disabilities
by focusing on the placement of these students in the
general education setting. Educators focus on the strengths
Dr. Theodora Papadopoulou
Program Manager of Special
Education Courses
Lecturer at New York College
Theodora Papadopoulou@gmail.com,
dpapadopoulou@nyc.gr, 6947809078
Inclusion. A luxury or a necessity?
7 TEYXO™ 13 MA´O™ 2010
of the students, not on their weaknesses, helping them not
only to progress but also to boost their self esteem. The
educators are trained to be able to successfully solve and
bypass any issue that may come up in the classroom.
(Gavin Reid, 2005)
Since the federal mandate that all children with disabilities
be educated in the least restricted environment, the notion
of including students with disabilities in the regular
cl assroom has generated consi derabl e di scussi on
worldwide. Although the basic belief of the inclusion model
originated within the social justice movement (Dunn, 1968;
Edmonds, 1979; Lipsky & Gartner, 1987; Villa, Thousand,
Meyers, & Nevin, 1996), the actual implementation of
educating students with disabilities in the least restrictive
envi ronment has recei ved enormous cri ti ci sm
(Coates,1989;Kauffman, 1989; Kauffman, Gerber, &
Semmel, 1988; Lieberman, 1985; Manset & Semmel, 1997;
Semmel, Abernathy, Butera, & Lesar, 1991). Supporters of
inclusion have stated that children with disabilities should be
educated in the general education classroom with the
provision of supplementary aids and services (Lipsky &
Gartner, 1989; Stainback & Stainback, 1984).
It is worth mentioning that although inclusion movements
have received positive remarks by educators (Coates, 1989;
Kauffman, 1989; Kauffman et al., 1988; Semmel et al., 1991),
a lot of effort and serious training can reassure positive
results in the general field of school and social inclusion.
That means that in order for inclusion to be effective, the
school personnel, both teachers and administrative staff,
must be responsive to the demands of educating students
with disabilities alongside their non-disabled peers (Garvar-
Pinhas & Schmelkin, 1989).
School inclusion is an inseparable part of social inclusion.
Learning to accept and appreciate diversity is the first and
most important step towards social inclusion.
It has to be pointed out, though, that not all educators and
educational systems around the world are in favour of
inclusion. As mentioned before, a lot of debates have taken
place and a lot of researches have been conducted. It
cannot be questioned, though, that in an inclusive setting,
all students are benefited by the interaction with both
students with and without disabilities (Block, 2000). An
inclusive environment benefits all students by providing
them (a) opportunities to learn and practice social skills in
more natural environments, (b) giving them opportunities to
learn appropriate behaviour, (c) interact with peers who
have disabilities as well as those without ones, (d)
participate in age appropriate activities for all students, and
(e) develop relationships with others (Block, 2000).
There is a long way to go regarding the placement of all
students in a regular classroom with equal learning
opportunities. It requires training, knowledge, patience,
persistence and a lot of flexibility. As mentioned before, the
individual needs of each student with or without disabilities
should be highly taken into serious consideration in order to
achieve the utmost benefits of an inclusive environment.
References
–Burke, K., & Sutherland, C. (2003). Attitudes toward inclusion:
Knowledge vs. experience. Education.125(2), 163-172.
–Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student
teachers' attitudes towards disability and inclusion. Journal of
Intellectual & Developmental.Disability. 28(4), 369-379.
–Cross, A., Traub, E., Hutter-Pisghahi, L., & Shelton, G. (2004).
Elements of successful inclusion for children with significant
disabilities. Topics in Early Childhood Special Education, 24(3),
169-183.
–Curtin, M., & Clarke, G. (2005). Listening to young people with
physical disabilities' experience of education. International Journal
of Disability. 52, 195-214.
–Goeff, L. (2007). Annual review: Educational psychology and the
effectiveness of inclusive education/mainstreaming. British Journal
of Educational Psychology. 77 (1), 1-24.
¶ÂÚÈÛÛfiÙÂÚÔ Î¤Ú‰Ô˜ ÁÈ· Ù· ̤ÏË Ì·˜!!!
TÒÚ· ‰ÂÓ ÎÂÚ‰›˙ÂÙ MONO Ì ÙȘ ·ÁÔÚ¤˜ Û·˜ Û ÏÔÁÔÙ¯ӛ·!!
TÒÚ· ‰ÂÓ ÎÂÚ‰›˙ÂÙ MONO Ì ÙȘ ·ÁÔÚ¤˜ Û·˜ Û ÏÂÍÈο!!
TÒÚ· ‰ÂÓ ÎÂÚ‰›˙ÂÙ MONO Ì ÙȘ ·ÁÔÚ¤˜ Û·˜ Û ۯÔÏÈÎfi ‚Ô‹ıËÌ·!!
°È· οı d 100 ·ÁÔÚÒÓ Ô˘ Ú·ÁÌ·ÙÔÔț٠۷˜ ÂÈÛÙÚ¤ÊÔ˘Ì d 7 ÁÈ· ÙȘ ÂfiÌÂÓ˜ ·ÁÔÚ¤˜ Û·˜.
TÒÚ· ÎÂÚ‰›˙ÂÙ ÂÈÛÙÚÔÊ‹
KAI Ì ٷ ¯·ÚÙÈο Î·È Ù· ›‰Ë ÁÚ·Ê›Ԣ
Aı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59, ÙËÏ. 210-3215590, ¶ÂÈÚ·È¿˜ ZˆÛÈÌ¿‰ˆÓ 46, ÙËÏ. 210-4172819 , K·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31, ÙËÏ. 210-9519140,
N.IˆÓ›· §.HÚ·ÎÏ›Ԣ 350, EÌÔÚÈÎfi K¤ÓÙÚÔ IONIA 2000 ÙËÏ. 210-2710665, ¶ÂÚÈÛÙ¤ÚÈ EıÓÈ΋˜ AÓÙÈÛÙ¿Ûˆ˜ 87, ÙËÏ. 210-5756882,
AÈÁ¿Ïˆ™Ù. ™·Ú¿ÊË 2, ÙËÏ. 210-5312229, M·ÚÔ‡ÛÈ MÈÏÙÈ¿‰Ô˘ 16, ÙËÏ. 210-8066377, HÏÈÔ‡ÔÏË KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 14, ÙËÏ. 210-9955162,
X·Ï¿Ó‰ÚÈ HÚÒ‰Ô˘ AÙÙÈÎÔ‡ 4, ÙËÏ. 210-6844417, KÔÚ˘‰·ÏÏfi˜ KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56, ÙËÏ. 210-4942302
8
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
How appreciated do you, as a teacher, feel? Do your students appreciate you? Do their
parents appreciate you? Does your boss appreciate you? Teaching must be one of the
lowliest and underpaid professions of our times. Unlike our ancient forerunners, the teachers
of ancient Greek times, we are not at all esteemed as scholars or regarded as vessels of
knowledge. We do not rate elevated social standing or the respect which even the slave
teacher of a bygone age was privy to.
So then, why do we become teachers? Is it a streak of
masochism, is it as many people say a “great job for a woman”
or is it because I didn't get into University or couldn't do what I
really wanted to do and this was what was left?
As much as I hate to admit it, the last reason holds true in my
case. I had always wanted to be a lawyer but when I met a
Greek and discovered that I would be living in Greece my
desire to practice law quickly flew out the window because my
Greek linguistic abilities were nonexistent, so I switched over to
English Literature and then on to ESL. In my case, it was the
only thing I was qualified to do back in 1977 as a married,
educated (but not in the Greek language) woman.
I was literally thrown into a classroom of adult learners, without
any tips, warnings or advice. At
this point it was sink or swim.
There was no other way. My first
day was a near disaster when one
of my students asked me “why we
use do” to make questions and
for others we don't use “do”. In
other words, why do we say “Who
likes John?” vs. “Who does John
like?” I really had no idea because
as a native speaker I had picked
up the language from my natural
environment and hadn't learned basic grammar. It just
sounded right. This of course was not an answer I
could give to a student! Thank God that when the
questi on was put to me, I was wri ti ng on the
blackboard so that my class of 24, in those days,
couldn't see my face and the panic written all over it.
But I was fast to think of a way out. Still facing the
board, I laughed and remembered the advice of a
favorite professor. He had said that in any class there
would always be a student who knew the answer. This
was as good a time as any to put his advice to the test.
It was do or die. So using as steady a voice, as I could
muster, I said “That's too easy for me to answer. Who
knows the answer to this one?” One brave soul raised
a hand and said that we can't use “do” when we don't
know the subject. I tossed around a few examples in
my mind. It sounded good but I still wasn't 100% sure.
So I said that it was good for the time being, but their
homework was to look it up in their grammar books for
the next lesson. In this way I was able to cover up my
ignorance for the moment and that night, I went home
to my husband, in tears. It was his job to help me learn
grammar. Thanks to an old “Thompson and Martinet”
grammar book my husband had, I learned all I needed
to know. It wasn't easy that first year and I would like to
apologize to all those students of so long ago, though
as far as they could tell, I knew my stuff. But, we know
better, don't we? What was it that helped to make me a
teacher? Along the way I discovered that I loved
teaching. Not just liked but loved. It was as if after that
first, horrible year, I had found my calling. Granted it
had been by accident but it was as if I had been born
to do just that- teach. I also discovered that one did not
become rich by teaching so that in addition to 30 hours
of classes I also had 20 hours of private lessons and
still I loved it. Now, if that wasn't masochism, what is?
Looking back now, 28 years later, I don't think I would
It’ s no Picnic
By Sylvia Kar
9 TEYXO™ 13 MA´O™ 2010
like to change the way things worked out.
Though we may not be very appreciated by others, we know
how important the job we do is and we certainly know that
when we do it right, there is nothing more rewarding than
seeing our students succeed. I do still believe that the majority
of the students we work with appreciate what we do though
they may not always be quick to show it. So, what I really want
to say, from one teacher to another, is that we all deserve a pat
on the back once in a while, because teaching is no bed of
roses, and there are thousands of us out there trying to work
with whatever resources are available to us hoping to pass on
a little knowledge to sometimes very unwilling candidates.
Teaching is certainly no picnic but I really believe every single
one of us does make a difference, so keep up the good work;
and this little poem is written as a tribute to all of us.
An Elisabeth Barrot Browning
I do not claim to be,
But a teacher with something to say
That is certainly me.
Ode to the Teacher
How fast these 28 years have flown by
It seems like yesterday when I,
Armed with diplomas- three in a tow,
Faced my first class of students, all aglow.
The knot within my stomach says,
I've yet to finish marking tests.
The clock is quickly approaching four,
And still some papers are without score.
I wonder if our students feel,
That learning has the same appeal,
That we so seriously take
And of ten may not feel we rate.
It isn't easy to contend,
Though all their classes they attend,
The job their teacher has to do,
Just to get them to learn a word or two.
But then you know as well as I,
That not a single day goes by,
When we don't ask ourselves the question, why?
It isn't easy you must know
If we try and take things in tow
To say a teacher I would never more become
Because it is only to the whims of the moment
That I succumb
∆Ô ÎÏÂȉ› Ù˘ ÂÈÙ˘¯›·˜ ÛÙÔ˘ ºÏˆÚ¿
µ
È

Ï
›·
Á
È·
ÙË
Ó
ÚÔÂÙÔÈÌ·Û›· ÁÈ· ÙÔ˘˜ ‰È·Áˆ
Ó
ÈÛ
Ì
Ô

˜




¶·È‰·ÁˆÁÈο ÁÈ·
ÙÔÓ ‰È·ÁˆÓÈÛÌfi
ÙˆÓ
ÂÎ·È‰Â˘ÙÈÎÒÓ ÙÔ˘
∞™∂¶
650 ı¤Ì·Ù· Î·È ÔÈ
··ÓÙ‹ÛÂȘ ÙÔ˘˜
ÃÚ‹ÛÙÔ˜ ∫¿ÙÛÈη˜,
∫ÒÛÙ·˜ £ÂÚÈ·Ófi˜
¶·Ù¿ÎË, 2008
162 ÛÂÏ.
∆Ô ‚È‚Ï›Ô
Ô˘
Îڷٿ٠ÛÙ· ¯¤ÚÈ· Û·˜ Â›Ó·È ÁÚ·Ì̤ÓÔ Û‡Ìʈӷ ÌÂ
ÙȘ ··ÈÙ‹ÛÂȘ ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡ ÙˆÓ ÂÎ·È‰Â˘ÙÈÎÒÓ
ÙÔ˘ ∞™∂¶ Î·È ÂÚÈÏ·Ì‚¿ÓÂÈ ˘fi ÙË ÌÔÚÊ‹
ÂÚˆÙ‹ÛÂˆÓ ÔÏÏ·Ï‹˜ ÂÈÏÔÁ‹˜ fiÏ· fiÛ· Ú¤ÂÈ
Ó· ÁÓˆÚ›˙Ô˘Ó ÔÈ ˘Ô„‹ÊÈÔÈ ÛÙÔÓ ÙÔ̤˜ ÙˆÓ
¶·È‰·ÁˆÁÈÎÒÓ.
∆Ô ‚È‚Ï›Ô ·¢ı‡ÓÂÙ·È Û ˘Ô„‹ÊÈÔ˘˜
ÂÎ·È‰Â˘ÙÈÎÔ‡˜ fiÏˆÓ ÙˆÓ ÎÏ¿‰ˆÓ Î·È Â›Ó·È ¯Ú‹ÛÈÌÔ
ÙfiÛÔ ÁÈ· fiÔÈÔÓ ı¤ÏÂÈ Ó· ·Ó·ÙÚ¤ÍÂÈ fiÏË ÙËÓ ‡ÏË
ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡ fiÛÔ Î·È ÁÈ· οÔÈÔÓ Ô˘ ı¤ÏÂÈ Ó·
οÓÂÈ Â·Ó¿ÏË„Ë ‹ Ó· ÂϤÁÍÂÈ ÙȘ ÁÓÒÛÂȘ ÙÔ˘.
√È 650 ÂÚˆÙ‹ÛÂȘ ÙÔ˘ ‚È‚Ï›Ô˘, ·Ó¿ÌÂÛ· ÛÙȘ
Ôԛ˜ ‚Ú›ÛÎÔÓÙ·È Î·È ı¤Ì·Ù· ·Ï·ÈfiÙÂÚˆÓ
‰È·ÁˆÓÈÛÌÒÓ, ηχÙÔ˘Ó fiÏÔ ÙÔ Ê¿ÛÌ· Ù˘
ÂÍÂÙ·ÛÙ¤·˜ ‡Ï˘ ÛÙ· ¶·È‰·ÁˆÁÈο.
µ·ÛÈο ı¤Ì·Ù·
·È‰·ÁˆÁÈÎÒÓ Î·È
‰È‰·ÎÙÈ΋˜
√‰ËÁfi˜ ÁÈ· ˘Ô„ËÊ›Ô˘˜
‰È·ÁˆÓÈÛÌÒÓ ∞™∂¶,
‰È‰·ÛηÏ›ˆÓ, Û¯ÔÏÈÎÒÓ
Û˘Ì‚Ô‡ÏˆÓ, ‰È¢ı˘ÓÙÒÓ
∞ÓÙÒÓ˘ ∫·Ú·Ì¿ÙÛÔ˜
∆·ÍÈ‰Â˘Ù‹˜, 2008
557 ÛÂÏ.
Aı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59, ÙËÏ. 210-3215590, ¶ÂÈÚ·È¿˜ ZˆÛÈÌ¿‰ˆÓ 46, ÙËÏ. 210-4172819 , K·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31,
ÙËÏ. 210-9519140, N.IˆÓ›· §.HÚ·ÎÏ›Ԣ 350, EÌÔÚÈÎfi K¤ÓÙÚÔ IONIA 2000 ÙËÏ. 210-2710665, ¶ÂÚÈÛÙ¤ÚÈ EıÓÈ΋˜ AÓÙÈÛÙ¿Ûˆ˜ 87,
ÙËÏ. 210-5756882, AÈÁ¿Ïˆ™Ù. ™·Ú¿ÊË 2, ÙËÏ. 210-5312229, M·ÚÔ‡ÛÈ MÈÏÙÈ¿‰Ô˘ 16, ÙËÏ. 210-8066377, HÏÈÔ‡ÔÏË KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 14,
ÙËÏ. 210-9955162, X·Ï¿Ó‰ÚÈ HÚÒ‰Ô˘ AÙÙÈÎÔ‡ 4, ÙËÏ. 210-6844417, KÔÚ˘‰·ÏÏfi˜ KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56, ÙËÏ. 210-4942302
¢È·ÁˆÓÈÛÌÔ› ÚfiÛÏ˄˘ ÂÎ·È‰Â˘ÙÈÎÒÓ
∞.™.∂.¶., ÎÏ¿‰Ô˜ ·ÁÁÏÈ΋˜ ÁÏÒÛÛ·˜
√Ì¿‰· ∂Î·È‰Â˘ÙÈÎÒÓ - ¶·È‰·ÁˆÁÒÓ
¶ÂÏÂοÓÔ˜, 2004, 622 ÛÂÏ.
∞ÁÁÏÈ΋ ÁÏÒÛÛ· - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ·
[DDC: 420.07]
¶ÂÚȤ¯ÂÈ:
-¶·È‰·ÁˆÁÈο ı¤Ì·Ù·
-°ÂÓÈ΋ ‰È‰·ÎÙÈ΋, ÂȉÈ΋ ‰È‰·ÎÙÈ΋
-∂ÚˆÙ‹ÛÂȘ ÔÏÏ·ÏÒÓ ÂÈÏÔÁÒÓ Multiple
choice
-ŸÏ· Ù· ÙÂı¤ÓÙ· ı¤Ì·Ù· ∞.™.∂.¶.
¶ÚˆÙfiÙ˘· ı¤Ì·Ù· Î·È ÔÚı¤˜ ··ÓÙ‹ÛÂȘ
ÁÈ· ÙÔ ‰È·ÁˆÓÈÛÌfi ÂÎ·È‰Â˘ÙÈÎÒÓ ÛÙÔ ∞™∂¶
∞ϤͷӉÚÔ˜ ∫. ∫fiÊÊ·˜
∫fiÊÊ·˜ ∞ϤͷӉÚÔ˜, 2008
142 ÛÂÏ.
∂Î·›‰Â˘ÛË - ™Ô˘‰‹ Î·È ‰È‰·Ûηϛ· [DDC: 370.07]
™Ù· ı¤Ì·Ù· ·˘Ù¿ ‰›‰ÔÓÙ·È ÂÈÛÙËÌÔÓÈΤ˜ ÂÍËÁ‹ÛÂȘ ÙˆÓ
ÏfiÁˆÓ, ÁÈ· ÙÔ˘˜ ÔÔ›Ô˘˜ Ë ÌÈ· ·fi ÙȘ Ù¤ÛÛÂÚȘ
ÔÏÏ·Ϥ˜ ÂÚˆÙ‹ÛÂȘ οı ı¤Ì·ÙÔ˜ Â›Ó·È ·È‰·ÁˆÁÈο
ÔÚı‹, ηıÒ˜ Î·È ·È‰·ÁˆÁÈΤ˜ Ô‰ËÁ›Â˜ ÁÈ· Ú·ÎÙÈ΋
·ÓÙÈÌÂÙÒÈÛË ÙˆÓ Û¯ÂÙÈÎÒÓ ÚÔ‚ÏËÌ¿ÙˆÓ Ù˘ Û¯ÔÏÈ΋˜
˙ˆ‹˜. ∆· ı¤Ì·Ù· ·˘Ù¿ ·Ó·Ê¤ÚÔÓÙ·È ÛÙËÓ ÂÍÂÙ·ÛÙ¤· ‡ÏË,
ÙËÓ ÔÔ›· ηıÔÚ›˙ÂÈ ÁÈ· ÙȘ ÂÍÂÙ¿ÛÂȘ ÙÔ˘ ‰È·ÁˆÓÈÛÌÔ‡
·˘ÙÔ‡ Ë Û¯ÂÙÈ΋ ÚÔ΋ڢÍË ÙÔ˘ ∞™∂¶.




10
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
ŒÓ· ηÈÓÔ‡ÚÈÔ module ÁÈ· ÙËÓ ÂͤٷÛË ∆∫∆, ÙÔ ∆∫∆
Practical, Â›Ó·È ϤÔÓ ‰È·ı¤ÛÈÌÔ ·fi ÙÔ Cambridge
ESOL. ¶·Ú¤¯ÂÈ ÛÙÔ˘˜ ηıËÁËÙ¤˜ Û ÔÏfiÎÏËÚÔ ÙÔÓ Îfi-
ÛÌÔ ÈÛÙÔÔ›ËÛË ÙˆÓ Ú·ÎÙÈÎÒÓ ÙÔ˘˜ ÁÓÒÛÂˆÓ ÛÙÔ
¯ÒÚÔ Ù˘ ‰È‰·Ûηϛ·˜ Û˘ÌÏËÚÒÓÔÓÙ·˜ ÙËÓ Áο̷ ÈÛÙÔÔÈËÙÈÎÒÓ ‰È‰·Ûηϛ·˜ ÙÔ˘ Cambridge ESOL. ªÔÚ›
Ó· ‰Ôı› Ì·˙› Ì ٷ ˘fiÏÔÈ· modules Ù˘ ÂͤٷÛ˘ -TKT: Content and Language Integrated Learning and TKT:
Knowledge about Language- ·ÏÏ¿ Î·È ÌÂÌÔӈ̤ӷ, Ô‰ËÁÒÓÙ·˜ ÛÙËÓ ·fiÎÙËÛË ÙÔ˘ Û¯ÂÙÈÎÔ‡ ÈÛÙÔÔÈËÙÈÎÔ‡.
∆Ô ∆∫∆ Practical Â›Ó·È ÙÔ ÙÂÏÂ˘Ù·›Ô ·fi ÌÈ· ÛÂÈÚ¿ modules Ù˘ ÂͤٷÛ˘ ∆∫∆ Ë ÔÔ›· ‰È·ÚÎÒ˜ ÂÂÎÙ›ÓÂÙ·È. ŒÓ·
Ó¤Ô module ÁÈ· ÙË ‰È‰·Ûηϛ· Û ÌÈÎÚÔ‡˜ Ì·ıËÙ¤˜ ı· ÚÔÛÙÂı› ÛÙËÓ Áο̷ Ù˘ ÂͤٷÛ˘ ∆∫∆ ̤۷ ÛÙËÓ Â-
fiÌÂÓË ¯ÚÔÓÈ¿.
ELT News
∆he Harrogate Online project is a British Council /
IATEFL partnership providing online conference
coverage of this year's Harrogate IATEFL Conference.
View on-demand video webcasts of conference
presentations and workshops are a great way to
catch some of the conference events. Interviews with
presenters and conference delegates.
Some of the videos available: The Professional Life
Cycles of Teachers - Tessa Woodward, Web 2.0 tools
that make a difference - Russell Stannard, Teaching
English for sustainability - Rachel Bowden, Out of the
Learner's Mouth - Rosemary Westwell, Paper-based
testing vs. computer-based testing: A new
comprehensive comparability model - Saad Al-Amri
and many more.
http://iatefl.britishcouncil.org/2010/sessions/videos
The learn2lingo cross
cultural community is
connecting teachers and
learners worldwide via
live video.
They offer online lessons
to students worldwide as
well as partnerships with
teachers and language
schools.
http://learn2lingo.com/
11 TEYXO™ 13 MA´O™ 2010
Aı‹Ó· ¶·ÓÂÈÛÙËÌ›Ô˘ 59, ÙËÏ. 210-3215590, ¶ÂÈÚ·È¿˜ ZˆÛÈÌ¿‰ˆÓ 46, ÙËÏ. 210-4172819 , K·ÏÏÈı¤· ™ÎÔ¢ÙËÚ›Ô˘ 31,
ÙËÏ. 210-9519140, N.IˆÓ›· §.HÚ·ÎÏ›Ԣ 350, EÌÔÚÈÎfi K¤ÓÙÚÔ IONIA 2000 ÙËÏ. 210-2710665, ¶ÂÚÈÛÙ¤ÚÈ EıÓÈ΋˜ AÓÙÈÛÙ¿Ûˆ˜ 87,
ÙËÏ. 210-5756882, AÈÁ¿Ïˆ™Ù. ™·Ú¿ÊË 2, ÙËÏ. 210-5312229, M·ÚÔ‡ÛÈ MÈÏÙÈ¿‰Ô˘ 16, ÙËÏ. 210-8066377, HÏÈÔ‡ÔÏË KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 14,
ÙËÏ. 210-9955162, X·Ï¿Ó‰ÚÈ HÚÒ‰Ô˘ AÙÙÈÎÔ‡ 4, ÙËÏ. 210-6844417, KÔÚ˘‰·ÏÏfi˜ KÔ˘ÓÙÔ˘ÚÈÒÙÔ˘ 54-56, ÙËÏ. 210-4942302
C
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t
e
s
C
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t
i
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BESIG Webinar: The best teaching resource? Our
students?
This first ever online BESIG event has been set up to explore
and discuss the implications of the current move in Business
English towards totally needs-based, learner-focused
language training. Four leading business and general
English professionals will share their views and discuss with
an online audience the demands and benefits of individually tailored language training.
button Date & Schedule
This entirely web-based event will take place at 14.00 (Berlin time, i.e. UTC/GMT +2) on 1 June 2010. The
schedule is as follows:
ñ 14.00 Lindsay Clandfield: Language learners: resource-full, but not necessarily resourceful!
ñ 14.15 Candy van Olst: Demand and Supply - start with the student!
ñ 14.30 Ian Badger: Providing business-critical language training
ñ 14.45 Luke Meddings: Engaging hard-to-reach learners through conversation
ñ 15.00 Panel discussion and Q & A with online audience
http://www.besig.org/events/Webinars/index.htm
The best awards for the
end of the school year
12
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
Le dictionnaire est un outil indispensable. Nous avons tous un
traditionnel dictionnaire rangé sur une tablette que l'on consulte
occasionnellement. Mais, depuis quelques années, la technologie et
l'informatique ont joué un grand rôle dans l'évolution du
dictionnaire. La présence du dictionnaire électronique a changé la
donne dans l'apprentissage des langues. Comme dans la version papier,
le dictionnaire électronique fournit les mêmes informations, mais a l'avantage
d'être compact, très rapide et permet à l'usager d'entendre, entre autres, la phonétique de
chaque mot/phrase…
Pionner dans ce domaine nouveau et
après avoir édité un dictionnaire bilingue
Français Grec version papier (1998), les
Éditions TEGOS ont créées et présentées
dans les années 2000 un dictionnaire
électronique bilingue: e-Dico
FrançaisGrec de 200.000 mots/phrases
avec phonétique autocorrective,
synonymes, et la possibilité d'insérer de
nouvelles entrées…
Aujourd'hui, outre les 300.000
mots/phrases toujours en augmentation,
les Éditions TEGOS ont développé un
logiciel capable de soutenir les élèves et les
professeurs dans l'apprentis-sage et l'enseignement du
français et de l'anglais mais aussi des étrangers qui
voudraient apprendre le grec.
En effet, riches d'un travail-expérience assidu et suivi,
nous avons pu élaborer deux dictionnaires
électroniques: e-Dico FrançaisGrec & e-Dico
EnglishGreek(Å) permettant aux usagers de
connaître ou/et de vérifier le sens (équivalent),
l'orthographe d'un mot ou phrase, leur phonétique et
d'établir des lexiques et des vocabulaires de cours…
En somme, les dictionnaires électroniques bilingues e-
Dico FrançaisGrec & e-Dico EnglishGreek des
Éditions TEGOS(Ç) constituent un outil capable d'être
maîtrisé et utilisé efficacement dans une variété de
situations tant sur le plan scolaire que social puisqu'ils
offrent de très nombreux avantages dont les plus
importants sont les suivants:
ñ la possibilité d'entendre et de prononcer la
phonétique de chaque mot/phrase français(e) afin de
pouvoir s'autocorriger,
ñ l'équivalent exact de chaque mot français en grec et
de chaque mot grec en français illustré par
des exemples,
ñ la possibilité d'insérer de nouvelles
inscriptions - New Inscription, c'est-à-dire,
mot/phrase,
ñ la possibilité d'écouter et d'enregistrer
des documents sonores en vue de
perfectionner la compréhension et
l'expression orales ainsi que la
discrimination auditive,
ñ la construction de lexiques, de
vocabulaires de cours et d'exercices de
grammaire avec la possibilité d'impression,
d'enregistrement, de fusion, d'autocorrection et
d'évaluation automatiques,
ñ l'enrichissement et l'amélioration du vocabulaire à
travers LePendu (HangMan); jeu de mots qui prennent
en compte les parties du discours et les listes et les
vocabulaires de cours,
ñ le traducteur automatique de mots en environnement
Word,
ñ les synonymes de mots avec leurs équivalents, et
ñ la possibilité d' écrire en français ou/et en grec au
Text Editor avec la police de caractères de e-Dico
FrançaisGrec.
Les dictionnaires électroniques bilingues: e-Dico
Français◊¢Grec & e-Dico English◊¢Greek sont
compatibles avec Windows '98, 2000, Me, Prof, Xp,
Vista, Win 7.
(Å). e-DicoTegos FrançaisGrec 2010. EDITIONS TEGOS -
www.editionstegos.com
e-DicoTegos EnglishGreek 2010. EDITIONS TEGOS
(Ç). ∫¶Á A1-A2- ∫Ú·ÙÈÎfi ¶ÈÛÙÔÔÈËÙÈÎfi °ÏˆÛÛÔÌ¿ıÂÈ·˜.
∞Ú›ÏÈÔ˜ 2010. EDITIONS TEGOS
Dictionnaires électroniques: la nouvelle
donne dans l’ apprentissage
des langues
Par Constantin TEGOS
13 TEYXO™ 13 MA´O™ 2010
7
e
Congrès Panhellénique et International
des Professeurs de français
L'Association des Professeurs de Français - Athènes
organise, sous l'égide de la Fédération Internationale des
Professeurs de Français et du Ministère hellénique de
l 'Educati on, et en col l aborati on avec l 'Uni versi té
d' Athènes, l ' Ambassade de France en Grèce et
l'Association des Professeurs de Français de la Grèce du
Nord, le 7e Congrès panhellénique et international des
Professeurs de français, «Communiquer, Echanger,
Collaborer en français dans l'espace méditerranéen et
balkanique», qui se déroulera du 21 au 24 octobre 2010,
à Athènes.
La présentation de la problématique et des axes est
consultable sur le site web : http://apf.gr/congres.
Les propositions d'intervention doivent s'intégrer à la
thématique du congrès et plus précisément à l'un des
axes proposés, et s'inscrire dans la typologie suivante:
ñ Symposiums (séries de présentations formant un
ensemble cohérent dont l'objectif est de présenter soit
un sujet sur lequel les intervenants ont tous travaillé, soit
l es résul tats de travaux de recherche): 1h30 de
présentation et 30 min. de discussion.
ñ Communications: 20 min. pour l'exposé oral et 10 min.
de discussion.
ñ Ateliers (par groupe de 44 participants maximum): 45
min.
ñ Présentations vidéo: 15 min. de projection et 15 min.
de discussion.
ñ Présentations sur poster.
Les propositions devront être soumises en ligne avant le
31 mai 2010, date limite. Elles seront sélectionnées par le
Comité scientifique sur la base d'un résumé (250 mots
environ et jusqu'à 5 mots-clés). Les résumés acceptés
constitueront les textes des pré-actes du congrès.
Le Comité scientifique, après examen des propositions
d'intervention, communiquera sa réponse aux intéressés
avant le 31 juillet 2010.
Les textes des contributions retenues et présentées au
congrès seront à envoyer au Comité scientifique avant le
31 décembre 2010 pour la publication des actes, selon
les indications de ce comité.
14
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
K·ıÒ˜ Ë Ù¯ÓÔÏÔÁ›· ÚÔԉ‡ÂÈ, Ô ÎfiÛÌÔ˜ ·ÏÏ¿˙ÂÈ, ÂÍÂÏ›ÛÛÂÙ·È Î·È ‰ËÌÈÔ˘ÚÁ› Ӥ˜ ·Ó¿ÁΘ
·ÏÏ¿ Î·È ÚÔÔÙÈΤ˜. H ÂÏÏËÓÈ΋ ÎÔÈÓˆÓ›·, Ô‡Û· Û˘ÓÙËÚËÙÈ΋ Î·È ÏÈÁfiÙÂÚÔ ‰˘Ó·ÌÈ΋ ·fi ÙȘ
˘fiÏÔÈ˜ ‰˘ÙÈΤ˜ ÎÔÈӈӛ˜, ÚÔÛ·ÚÌfi˙ÂÙ·È ·ÚÁ¿ ÛÙȘ Ӥ˜ ·Ó¿ÁΘ Î·È ÂÍÂÏ›ÍÂȘ. ™ÙȘ
‰˘ÙÈΤ˜ ÎÔÈӈӛ˜, ÔÈ Ó¤Â˜ ȉ¤Â˜ ·Ó·Ù‡ÛÛÔÓÙ·È Î·È ‰ÔÎÈÌ¿˙ÔÓÙ·È Ôχ ÁÚ‹ÁÔÚ·. K¿ÔȘ ·fi
·˘Ù¤˜ ·ÓÙ¤¯Ô˘Ó ÛÙÔ ¯ÚfiÓÔ, οÔȘ ¿ÏϘ ·ÔÚÚ›ÙÔÓÙ·È ÁÚ‹ÁÔÚ·. ™ÙËÓ EÏÏ¿‰·, ÙÔ fiÏÔ
·Îψ̷ Â›Ó·È Ôχ ÈÔ Û˘ÓÙËÚËÙÈÎfi. MfiÓÔ È‰¤Â˜ Î·È Î·ÈÓÔÙƠ̂˜ Ô˘ ¤¯Ô˘Ó ˆÚÈÌ¿ÛÂÈ ÛÙÔ
Â͈ÙÂÚÈÎfi ·Ú¯›˙Ô˘Ó Ó· ·ÊÔÌÔÈÒÓÔÓÙ·È ·fi ÙËÓ ÂÏÏËÓÈ΋ ÎÔÈÓˆÓ›·.
™ÙÔ Ï·›ÛÈÔ ·˘Ùfi, Ë ‰È‰·Ûηϛ· ÛÙËÓ EÏÏ¿-
‰· ÎÈÓÂ›Ù·È Ì ·ÓÙ›ÛÙÔȯ· Û˘ÓÙËÚËÙÈÎÔ‡˜ Ú˘ı-
ÌÔ‡˜. EÓÒ Ë Î·Ù¿ÚÙÈÛË ÙˆÓ Î·ıËÁËÙÒÓ ‚Ú›-
ÛÎÂÙ·È Û Ôχ ˘„ËÏfi Â›Â‰Ô fiÛÔÓ ·ÊÔÚ¿
ÛÙË ıˆÚËÙÈ΋ ÁÓÒÛË Ô˘ ·Ú¤¯Ô˘Ó, ¤¯ÂÈ ‰È·-
ÈÛÙˆı› Ì›· ˘ÛÙ¤ÚËÛË ÛÙËÓ Ú·ÎÙÈ΋ ÏÂ˘Ú¿
Ù˘ ‰È‰·Ûηϛ·˜. TÔ ÂÏÏËÓÈÎfi ÂÎ·È‰Â˘ÙÈÎfi
Û‡ÛÙËÌ·, ‰ËÏ·‰‹, ¤¯ÂÈ Î·ı˘ÛÙÂÚ‹ÛÂÈ ÛÙËÓ ÂÈ-
Û·ÁˆÁ‹ Î·È ·ÊÔÌÔ›ˆÛË Ï‡ÛˆÓ, ÔÈ Ôԛ˜ ı·
οÓÔ˘Ó ÙË Ì¿ıËÛË ÈÔ ·Ô‰ÔÙÈ΋. ™’ ·˘Ùfi ÙÔ
ÛÎÔfi ‚ÔËı¿ Ë Ù¯ÓÔÏÔÁ›· ÙˆÓ ˘ÔÏÔÁÈÛÙÒÓ.
OÈ Í¤Ó˜ ÁÏÒÛÛ˜ Â›Ó·È ¤Ó· ·ÓÙÈΛÌÂÓÔ ÙÔ
ÔÔ›Ô Á›ÓÂÙ·È fiÏÔ Î·È ÈÔ ·Ó·Áη›Ô ÛÙË Û‡Á-
¯ÚÔÓË Ú·ÁÌ·ÙÈÎfiÙËÙ·. ŸÌˆ˜, ·Ú¿ ÙÔ ÁÂÁÔ-
Ófi˜ fiÙÈ Ë Û‡Á¯ÚÔÓË Ù¯ÓÔÏÔÁ›· ¤¯ÂÈ ‰ÒÛÂÈ ÙÂÚ¿ÛÙȘ ‰˘Ó·-
ÙfiÙËÙ˜ Û’ ·˘Ùfi ÙÔ ¯ÒÚÔ, ‰ÂÓ ¤¯Ô˘Ó Á›ÓÂÈ Ù· ·ÓÙ›ÛÙÔȯ· ‚‹-
Ì·Ù· ÁÈ· ÙË ‚ÂÏÙ›ˆÛË Ù˘ ·Ô‰ÔÙÈÎfiÙËÙ·˜ Ù˘ ‰È‰·Ûη-
Ï›·˜.
¶ÈÔ Û˘ÁÎÂÎÚÈ̤ӷ, ÛÙËÓ ÂÏÏËÓÈ΋ ·ÁÔÚ¿ ˘¿Ú¯Ô˘Ó ‰È¿-
ÊÔÚ˜ χÛÂȘ, ÔÈ Ôԛ˜ ÚÔÛ·ıÔ‡Ó Ó· ˘ÔηٷÛÙ‹ÛÔ˘Ó
ÙÔÓ Î·ıËÁËÙ‹ Í¤ÓˆÓ ÁψÛÛÒÓ, ·ÚfiÌÔȘ Ì ٷ ÁÓˆÛÙ¿
linguaphone ÌÈ·˜ ¿ÏÏ˘ ÂÔ¯‹˜. E›Ó·È ‰˘Ó·ÙfiÓ fï˜ Ó· ·-
ÓÙÈηٷÛÙ·ı› Ô Î·ıËÁËÙ‹˜; M¿ÏÏÔÓ fi¯È ÁÈ· Ù· ÂfiÌÂÓ·
¯ÚfiÓÈ·. Afi ÙËÓ ¿ÏÏË ÌÂÚÈ¿, ‰ÂÓ ¤¯Ô˘Ó ·Ó·Ù˘¯ı› ȉȷ›ÙÂ-
Ú˜ χÛÂȘ, ÔÈ Ôԛ˜ ı· ‰ÒÛÔ˘Ó ÂÚÈÛÛfiÙÂÚ· ÂÚÁ·Ï›·
ÛÙÔÓ Î·ıËÁËÙ‹, ÒÛÙ ӷ ÌÔÚ› Ó· οÓÂÈ ÙÔ Ì¿ıËÌ¿ ÙÔ˘ ÈÔ
·Ô‰ÔÙÈÎfi, ·ÏÏ¿ Î·È Ó· ‰‡Ó·Ù·È Ó· Â¤Ì‚ÂÈ Û ÂÚÈÔ¯¤˜ ÔÈ
Ôԛ˜ Â›Ó·È ÁÂÓÈο ‰‡ÛÎÔϘ.
ŒÓ· Ù¤ÙÔÈÔ ·Ú¿‰ÂÈÁÌ· Â›Ó·È Î·È Ë ÂÎÌ¿ıËÛË ÏÂÍÈÏÔÁ›Ô˘
Í¤ÓˆÓ ÁψÛÛÒÓ. TÔ ÏÂÍÈÏfiÁÈÔ Â›Ó·È ÌÈ· Ôχ
ÛËÌ·ÓÙÈ΋ ÂÚÈÔ¯‹ ÁÈ· ÙË ÁÏÒÛÛ·. O ηÏfi˜
ÁÓÒÛÙ˘ ÌÈ·˜ ÁÏÒÛÛ·˜, Ú¤ÂÈ Ó· ÌÔÚ› fi¯È
ÌfiÓÔ Ó· ηٷϷ‚·›ÓÂÈ ¤Ó· ÌÂÁ¿ÏÔ ·ÚÈıÌfi Ϥ-
͈Ó, ·ÏÏ¿ Î·È Ó· ÙȘ ¯ÚËÛÈÌÔÔÈ› fiÙ·Ó ÙȘ
¯ÚÂÈ¿˙ÂÙ·È. Œ¯ÂÈ Ï¯ı›, ˆ˜ ÙÔ ÓÂ˘Ì·ÙÈÎfi Â-
›Â‰Ô ÂÓfi˜ ·ÓıÚÒÔ˘ ÂÍ·ÚÙ¿Ù·È ·fi ÙÔÓ ·-
ÚÈıÌfi ϤÍÂˆÓ Ô˘ ÌÔÚ› Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÂÈ,
ÚÔÎÂÈ̤ÓÔ˘ Ó· ÂÎÊÚ¿ÛÂÈ ÙË ÛΤ„Ë ÙÔ˘. K·È,
Ú¿ÁÌ·ÙÈ, fiÛÔ ÈÔ ÔÏϤ˜ ϤÍÂȘ ÌÔÚÔ‡ÌÂ
Ó· ¯ÚËÛÈÌÔÔÈ‹ÛÔ˘Ì ÙfiÛÔ ÈÔ ÔÏϤ˜ ÛΤ-
„ÂȘ ÌÔÚԇ̠ӷ οÓÔ˘ÌÂ Î·È Ó· ÂÎÊÚ¿ÛÔ˘-
ÌÂ.
H ÂÎÌ¿ıËÛË ÏÂÍÈÏÔÁ›Ô˘, ÏÔÈfiÓ, Â›Ó·È ¤Ó· ·-
ÓÙÈΛÌÂÓÔ ·Ú·‰ÔÛÈ·Îfi ‰‡ÛÎÔÏÔ ÁÈ· ÙÔÓ Î·ıËÁËÙ‹. A˘Ùfi,
΢ڛˆ˜, ‰ÈfiÙÈ ··ÈÙ› ȉȷ›ÙÂÚË ÚÔÛ¿ıÂÈ· ·fi ÙÔ Ì·ıËÙ‹.
H ·ÊÔÌÔ›ˆÛË ÙÔ˘ ÏÂÍÈÏÔÁ›Ô˘ ‰ÂÓ ÚÔÛÔÌÔÈ¿˙ÂÈ Ì ÙËÓ ·-
ÊÔÌÔ›ˆÛË ÂÓfi˜ ÁÚ·ÌÌ·ÙÈÎÔ‡ ηÓfiÓ·. A·ÈÙ› Û˘Û¯¤ÙÈÛË
Ϥ͢ ·fi ÌÈ· ÁÏÒÛÛ· Û ÌÈ· ¿ÏÏË, ÔÚÈÛÌfi ·ÏÏ¿ Î·È Ï‹-
ıÔ˜ ·Ú·‰ÂÈÁÌ¿ÙˆÓ.
¶¿Óˆ ·fi fiÏ·, fï˜, ··ÈÙ› Â·Ó¿ÏË„Ë: O Ì·ıËÙ‹˜
Ú¤ÂÈ Ó· ÌÂÏÂÙ‹ÛÂÈ Î·È Ó· ÂÍÂÙ·ÛÙ› Û ¿Ú· ÔÏϤ˜ Ϥ-
ÍÂȘ, ÔÏϤ˜ ÊÔÚ¤˜, ÚÔÎÂÈ̤ÓÔ˘ Ó· ηٷʤÚÂÈ Ú·ÁÌ·ÙÈ-
ο Ó· ÂÌÏÔ˘Ù›ÛÂÈ ÙÔ ÏÂÍÈÏfiÁÈfi ÙÔ˘. Afi ÙËÓ ¿ÏÏË ÌÂÚÈ¿, Ô
ηıËÁËÙ‹˜ ‰ÂÓ ÌÔÚ› Ó· ‚ÔËı‹ÛÂÈ Ú·ÁÌ·ÙÈο Û’ ·˘Ùfi ÙÔ
·ÓÙÈΛÌÂÓÔ, ÁÈ·Ù› Ë ÚÔÛ¿ıÂÈ· Ú¤ÂÈ Ó· ηٷ‚ÏËı› ·fi
ÙÔ Ì·ıËÙ‹.
A˘Ù‹ Â›Ó·È Î·È Ë ‚Ô‹ıÂÈ· Ô˘ ·Ú¤¯Ô˘Ó Ù· ÂÚÁ·Ï›· ÂÎ-
Ì¿ıËÛ˘ ÏÂÍÈÏÔÁ›Ô˘ ÛÙÔ˘˜ Û‡Á¯ÚÔÓÔ˘˜ ηıËÁËÙ¤˜ ͤӈÓ
H Û˘Ì‚ÔÏ‹ ÙˆÓ ÂÚÁ·Ï›ˆÓ ÏÔÁÈÛÌÈÎÔ‡
ÛÙËÓ ÂÎÌ¿ıËÛË ÏÂÍÈÏÔÁ›Ô˘
Í¤ÓˆÓ ÁψÛÛÒÓ
º·Î›Ú˘ ¢ÈÔÓ‡Û˘
fakirisd@yahoo.gr
KA£H°HTPIA AÁÁÏÈÎÒÓ Ì ›ڷ ˙ËÙ› ÂÚÁ·Û›· Û K•°.
TËÏ.: 210-9835261, 6977-826466.
KA£H°HTE™/TPIE™ AÁÁÏÈÎÒÓ, °·ÏÏÈÎÒÓ, °ÂÚÌ·ÓÈÎÒÓ,
IÙ·ÏÈÎÒÓ, IÛ·ÓÈÎÒÓ ˙ËÙÔ‡ÓÙ·È ·fi ÙÔÓ EÎ·È‰Â˘ÙÈÎfi
ŸÌÈÏÔ °Ú¿„·. AÓ ¤¯ÂÙ ٷϤÓÙÔ ÛÙË ‰È‰·Ûηϛ·, ÂÏ¿ÙÂ
ÙÒÚ· Ó· ÁÓˆÚÈÛÙÔ‡ÌÂ! TËÏ.: 210-7564573, 5-9 Ì.Ì.
¶ø§EITAI Ï‹Úˆ˜ ÂÍÔÏÈṲ̂ÓÔ º•° ÛÙÔ ÿÏÈÔÓ Û‡ÓÔÚ·
Ì MÔ˘ÚÓ¿˙È. AÓÂÚ¯fiÌÂÓË ÂÏ·Ù›·, ÌÚÔÛÙ¿ Û ¿Ú-
ÎÔ, ‰›Ï· Û ۯÔÏ›· ¢ËÌÔÙÈÎfi, °˘ÌÓ¿ÛÈÔ Î·È §‡ÎÂÈÔ.
TËÏ.: 210-5727689, 6937-117884.
MIKPE™ A°°E§IE™
15 TEYXO™ 13 MA´O™ 2010
ÁψÛÛÒÓ. T¤ÙÔÈ· ÂÚÁ·Ï›· ˘¿Ú¯Ô˘Ó ·ÚÎÂÙ¿ Û ͤÓ˜ ¯Ò-
Ú˜ Î·È ÛÙÔ¯Â‡Ô˘Ó ÛÙÔ Ó· ‚ÔËı‹ÛÔ˘Ó ÙÔ˘˜ Ì·ıËÙ¤˜ Ó· ‚ÂÏ-
ÙÈÒÛÔ˘Ó ÛÙÔ¯Â˘Ì¤Ó· ÙÔ ÏÂÍÈÏfiÁÈfi ÙÔ˘˜ Û ۇÓÙÔÌÔ ¯ÚÔÓÈÎfi
‰È¿ÛÙËÌ·. ™ÙËÓ EÏÏ¿‰·, Ë ¯Ú‹ÛË ÙˆÓ Û˘ÁÎÂÎÚÈÌ¤ÓˆÓ ÂÚÁ·-
Ï›ˆÓ ‰ÂÓ ¤¯ÂÈ ÁÂÓÈ΢ٛ ·ÎfiÌ·. ¶·ÚfiÏ· ·˘Ù¿, Ӥ˜ ȉ¤Â˜
˘¿Ú¯Ô˘Ó Î·È ÌÔÚÔ‡Ó Ó· ‚ÔËı‹ÛÔ˘Ó ÙÔ˘˜ ηıËÁËÙ¤˜ Ó·
‚ÂÏÙÈÒÛÔ˘Ó ÙÔ Â›Â‰Ô ÙÔ˘ Ì·ı‹Ì·Ùfi˜ ÙÔ˘˜, ·˘Í¿ÓÔÓÙ·˜
ÙÂÏÈο ÙËÓ ÂÈÙ˘¯›· ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘˜.
ŒÓ· ·fi ·˘Ù¿ Ù· ÂÚÁ·Ï›· Â›Ó·È Î·È ÙÔ SmartVocab
(www.smarvocab.gr). AÔÙÂÏ› ¤Ó· ÏÔÁÈÛÌÈÎfi ÙÔ ÔÔ›Ô ‚ÔË-
ı¿ ÛÙËÓ ÂÎÌ¿ıËÛË ÍÂÓfiÁψÛÛÔ˘ ÏÂÍÈÏÔÁ›Ô˘. ¢›ÓÂÈ ÙË ‰˘Ó·-
ÙfiÙËÙ· ÛÙÔ Ì·ıËÙ‹ Ó· ÌÂÏÂÙ‹ÛÂÈ Î·È Ó· ·˘ÙÔÂÍÂÙ·ÛÙ› ÛÂ
Û˘ÁÎÂÎÚÈ̤ӷ ÂÎ·È‰Â˘ÙÈο Â›‰· ÏÂÍÈÏÔÁ›Ô˘ (fiˆ˜
TOEFL, PROFICIENCY Î.Ï.). ¶ÚÔÛʤÚÂÈ ‰È·‰Â‰Ô̤Ó˜ ηÈ
·ÔÙÂÏÂÛÌ·ÙÈΤ˜ ÌÂıfi‰Ô˘˜ ÂÎÌ¿ıËÛ˘ ÏÂÍÈÏÔÁ›Ô˘, fiˆ˜:
— EÚˆÙ‹ÛÂȘ ÔÏÏ·Ï‹˜ ÂÈÏÔÁ‹˜
— Flash Cards
— ™˘ÌÏ‹ÚˆÛË ÚÔÙ¿ÛˆÓ
— Listening & Spelling
¶¿Óˆ Û’ ·˘Ù¤˜ ÙÈ ˜ ÂÎ·È ‰Â˘ÙÈ Î¤˜ Ù¯ÓÈ Î¤˜, ÙÔ
SmartVocab ÂÈÛ¿ÁÂÈ ÚÔËÁ̤Ó˜ Ù¯ÓÔÏÔÁÈΤ˜ ÌÂıfi‰Ô˘˜,
ÚÔÎÂÈ̤ÓÔ˘ Ó· ·Ú·ÎÔÏÔ˘ı› Ù· Ï¿ıË Ô˘ οÓÂÈ Ô ¯Ú‹-
ÛÙ˘ - Ì·ıËÙ‹˜, Ó· ÂÛÙÈ¿˙ÂÈ ÛÙ· ÛËÌ›· Ô˘ ¯ÚÂÈ¿˙ÂÙ·È ‚ÂÏ-
Ù›ˆÛË Î·È Ó· ‰›ÓÂÈ Ì›· Ú·ÏÈÛÙÈ΋ ̤ÙÚËÛË Ù˘ ÚÔfi‰Ô˘ ÛÙÔ
ÏÂÍÈÏfiÁÈÔ Ô˘ ÌÂÏÂÙ‹ıËÎÂ. AÔÙÂÏ›, ‰ËÏ·‰‹, ¤Ó· ÛËÌ·ÓÙÈ-
Îfi ‚Ô‹ıËÌ· ÁÈ· οı ηıËÁËÙ‹ Ô˘ ı¤ÏÂÈ Ó· ‚ÂÏÙÈÒÛÂÈ ÙÔ
Â›Â‰Ô ÏÂÍÈÏÔÁ›Ô˘ ÙˆÓ Ì·ıËÙÒÓ ÙÔ˘. T· ÂÚÁ·Ï›· ÂÎÌ¿ıË-
Û˘ ÏÂÍÈÏÔÁ›Ô˘ ı· ·ÔÙÂϤÛÔ˘Ó ÛÙÔ Ì¤ÏÏÔÓ ¤Ó· ÛËÌ·ÓÙÈÎfi
‚Ô‹ıËÌ· ÁÈ· ÙÔ˘˜ Ì·ıËÙ¤˜ Î·È ¤Ó· ÛËÌ·ÓÙÈÎfi ÂÚÁ·ÏÂ›Ô ÁÈ·
ÙÔ˘˜ ηıËÁËÙ¤˜. K·ıÒ˜ Ë ·Ó¿ÁÎË ÁÈ· ÁÓÒÛË ÏÂÍÈÏÔÁ›Ô˘ ÛÂ
‰È¿ÊÔÚ˜ ÁÏÒÛÛ˜ ·˘Í¿ÓÂÙ·È, ÂÓÒ Ô ‰È·ı¤ÛÈÌÔ˜ ¯ÚfiÓÔ˜
ÌÂÈÒÓÂÙ·È, Ë ÌfiÓË Ï‡ÛË Â›Ó·È Ë ¯ÚËÛÈÌÔÔ›ËÛË ÂÚÁ·Ï›ˆÓ
Ù· ÔÔ›· ı· οÓÔ˘Ó ÙË ‰È·‰Èηۛ· Ì¿ıËÛ˘ ÈÔ ÁÚ‹ÁÔÚË
Î·È ·Ô‰ÔÙÈ΋.
ñ ¶ÈÔ ÁÚ‹ÁÔÚÔ
ñ ¶ÈÔ ÊÈÏÈÎfi
ñ M ‚ÈÓÙÂÔ·ÚÔ˘ÛÈ¿ÛÂȘ Ó¤ˆÓ Ù›ÙψÓ
Î·È ·Á·ËÌ¤ÓˆÓ Û˘ÁÁڷʤˆÓ
ñ M ‰˘Ó·ÙfiÙËÙ· ·ÔÛÙÔÏ‹˜
Û fiÏÔ ÙÔÓ ÎfiÛÌÔ
¢ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ Ì courier Î·È ·ÓÙÈηٷ‚ÔÏ‹
(¯ˆÚ›˜ ¯Ú‹ÛË ÈÛÙˆÙÈ΋˜ οÚÙ·˜) ÁÈ· ·Í›· ¿Óˆ ÙˆÓ 20 ¢ÚÒ.
°È· ·Í›· ÌÈÎÚfiÙÂÚË ÙˆÓ 20 ¢ÚÒ ‰ˆÚÂ¿Ó ·ÔÛÙÔÏ‹ Ì courier Î·È ¯Ú¤ˆÛË ÈÛÙˆÙÈ΋˜ οÚÙ·˜.
EÁÁ˘Ë̤ÓË ÂÈÛÙÚÔÊ‹ ¯ÚËÌ¿ÙˆÓ
ŸÏ· Ù· ‚È‚Ï›·
ÎÔÓÙ¿ Û·˜ ÌÂ ¤Ó· ÎÏÈÎ
www.florasfun.gr
K·È ¿ÓÙ· Ì ÙËÓ ·ÍÈÔÈÛÙ›· ÙˆÓ BÈ‚ÏÈÔˆÏ›ˆÓ ºÏˆÚ¿˜
N¤Ô florasfun.gr ·fi ÙÔÓ ™Â٤̂ÚË Ì·˙› Û·˜!
;
!
16
O ÎfiÛÌÔ˜ Ù˘ ÍÂÓfiÁψÛÛ˘ ÂÎ·›‰Â˘Û˘
°ÓˆÚ›˙ÂÙ fiÙÈ ÌÔÚ› Ó· ‰ÈηÈÔ‡ÛÙ ‰ˆÚÂ¿Ó ‚È‚Ï›·;
E›ÛÙ ·ÛÊ·ÏÈṲ̂ÓÔÈ ÛÙÔ IKA Î·È Î·Ù·‚¿ÏÂÙ ÂÈÛÊÔÚ¤˜ ˘¤Ú Ù˘ EÚÁ·ÙÈ΋˜ EÛÙ›·˜;
¢ËÏÒÛÙ ÙÔ ÂӉȷʤÚÔÓ Û·˜ ÛÙÔ Ù·ÌÂ›Ô ÙˆÓ BÈ‚ÏÈÔˆÏ›ˆÓ º§øPA™ Î·È ı· Û·˜ ÂÓËÌÂÚÒÛÔ˘ÌÂ
AME™A ̤ۈ sms ‹ email ÌfiÏȘ ·Ó·ÎÔÈÓˆı› Ë ‰È¿ıÂÛË ÙˆÓ ÎÔ˘ÔÓÈÒÓ
H ‰È·ÓÔÌ‹ ÙˆÓ ÎÔ˘ÔÓÈÒÓ ·˘ÙÒÓ ÍÂÎÈÓ¿ ÛÙ· ηٿ ÙfiÔ˘˜ ÁÚ·Ê›· Ù˘ EÚÁ·ÙÈ΋˜ EÛÙ›·˜
ÛÙȘ ·Ú¯¤˜ IÔ˘Ó›Ô˘ Î·È ‰È·ÚΛ ¶O§Y Ï›ÁÔ
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T· ÎÔ˘fiÓÈ· Ù· ÂΉ›‰ÂÈ Î·È Ù· ‰È·Ó¤ÌÂÈ Ë EP°ATIKH E™TIA.

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