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Canadian Journal of School Psychology, 17 (2), 1-14.
Berelson, B. (1952). Content analysis in communication research. New York: Hafner
Press.
Carr-Gregg, M.& Manocha, R. (2011). Bullying - effects, prevalence and strategies for
detection, Aust Fam Physician, Mar, 2011, 40(3):98-102.
Cole, M. &Cole, S.R. (2001). .
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Drecktrah, M., & Blaskowski, L. (2003). Bullying: The Problem and How to Deal With
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M. Herbert (1998). Clinical Child Psychology. Social Learning, Development and
Behaviour, 2nd edn. Chichester: Wiley
Olweus, D. (1993). Bullying at school. What we know and what we can do.
Olweus, D. (1997). Bully/victim problems in school: facts and intervention. European
Journal of Psychology of Education. 12, 495-510.
Olweus, D. (2009). ,
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Rigby, K. (1997). Bullying in schools: And what to do about it. London: Jessica
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Education in Europe. In Proceedings of the EDULEARN11, pp. 4763-4768.
Cunha, C., Gras-Velzquez, . & Gerard, E. (2012). Scientix: the new internet-based
community for science education in Europe. EUN Partnership AISBL.
Grard, . & Snellmann J. (2011). Scientix: the community for Science education in
Europe. In Gras-Velzquez, A. and ) and Menapace, M. (eds). EUN Partnership
AISBL and European Commission, Directorate-General for Research &
Innovation.
Gras-Velzquez, ., Schwarzenbacher, B., Tasiopoulou, E., Debry, M., Bargoin, M.,
Kudenko, I. & Hernndez, M. (2013), The Scientix Observatory: Online
Communication Channels with Teachers and Students Benefits, Problems and
Recommendations, Morten F. Paulsen - Andrs Szucs, 2013 (Ed.), The Joy of
Learning: Enhancing Learning Experience, Improving Learning Quality,
Proceedings of the EDEN Annual Conference 2013, pp. 457-466.

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Gutenberg.

Baumrind, D. (1989). Rearing competent children. In D. Damon (Ed.), Child
Development today and tomorrow. San Francisco: Jossey Bass
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Eagle, E. (1989). Socioeconomic Status, Family Structure, and Parental Involvement:

The Correlates of Achievement.
Goleman, D. (1995). Emotional intelligence. New York: Bloomsburg
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achievement. International Journal of Educational Research, 15(2), 163 169.
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school: Effects on school-related outcomes. School Psychology of Education, 3,
217-243.
Kahn, J. A. et al. (2008). Patterns and determinants of physical activity in U.S.
Adolescents. J Adolescent Health.
Larson, R. W. (2000). Toward a psychology of positive youth development. American
Psychologist, 55 (1), 170-183.
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Americans spend their time: Time budgets for locations, activities, and
companionship. American Journal of Community Psychology, 29 (4), 565-597.
Larson, R. W. & Verma, S. (1999). How children and adolescents spend time across
the world: Work, play, and developmental opportunities. Psychological
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Mahoney, J. L., Eccles, J. S. & Larson, R. W. (2004). Processes of adjustment in
organized out- of-school activities: Opportunities and risks. New Directions for
Youth Development, 101, 115-144.
Mahoney, J. L., Schweder, A. E. & Stattin, H. (2002). Structured after-school activities
as a moderator of depressed mood for adolescents with detached relations to
their parents. Journal of Community Psychology, 30 (1), 69-86.
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Andreou, E. & Metallidou, P. (2004). The Relationship of Academic and Social
cognition to Behaviour in Bulling Situations Among Greek Primary School
Children. Educational Psychology, 24(1), 27-41.
Asimopoulos Ch., Bibou-Nakou I., Hatzipemou Th., Soumaki Eu., Tsiantis J. (2013). An
investigation into students' and teachers' knowledge, attitudes and beliefs
about bullying in Greek primary schools. International Journal of Mental Health
Promotion. 16/1. Uk: Routledge DOI: 10.1080/14623730.2013.857823.
. (2011).

(bulling).
.... .
Berger Ch., Karimpour R., Rodkin C. Ph. (2008). Bullies and victims at school:
Perspectives and strategies for primary prevention. In T. Miller (Ed.). School
violence and primary prevention (pp. 287-314). New York: Springer-Verlag.
Bibou-Nakou ., Asimopoulos Ch., Hatzipemou Th., Soumaki E., Tsiantis J. (2013).
Bullying in Greek secondary schools: prevalence and profile of bullying
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D. (2012). School factors related to bullying: A qualitative study of early
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10.1007/s11218-012-9179-1.
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cope. British Journal of Educational Psychology, Jun;67 ( Pt 2):223-33.
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toward Bullying and Victimization. School Psychology International, 21, 5 21.
Crothers, L., Kolbert, J. & Barker, W., (2006). Middle School Students Preferences
for Anti-Bullying Interventions. School Psychology International, 27, 475 487.
. (2013). bullying ,
.
e@ , 1(2). ISSNQ 2241-4576.
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, . . (2010).
.
, .....
. (2008). . 11 .
.
Vlachou ., Andreou ., Botsoglou ., Didaskalou . (2011). Bully/Victim Problems
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Atherton J S (2013). Learning and Teaching; Experiential Learning. The Experiential
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.
David Kolb. Retrieved 6 February 2015 from
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heories
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2
Kolb's Learning Styles and Experiential Learning Model. Retrieved 6 February 2015
from http://www.sos.net/~donclark/hrd/styles/kolb.html
Learning Style Survey. Retrieved 6 February 2015 from
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Learning styles overview and sample questionnaires. Retrieved August 29, 2007
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Lyndsay Swinton. Honey & Mumford Learning Style Questionnaire. Retrieved 6
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The Honey and Mumford Learning Cycle. Retrieved 6 February 2015 from
http://www.m-t-d.co.uk/blog/honey-and-mumford-learning-cycle.htm.

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Moliner, P., Rateau, P., Cohen-Scali, V., (2002). Les representations sociales,
Pratiques des tudes de terrain, Presses Universitaires de Rennes.
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Gina Philogene (Eds.), Representations of the Social. Bridging Theoretical
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University of London :
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.edu
cation.gov.uk/publications/eOrderingDownload/DCSF-RR028.pdf
Howard Gardner (1991) Multiple Intelligences: New Horizons :
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for teachers, London and New York, RoutledgeFalmer.
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contingency approach, New York, McGraw-Hill.
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18, London, Sage Publications Ltd.
Mearns, D., Thorne, B. (1999), Person-Centered Counseling in action, London:
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Nagera-Vallejo, Al. (1997), , , .
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Willumsen, Gitte (2006), SCIENCE ILLUSTRATED, November 2006, Number 20, P.61.

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Harris and N. Bennett (eds) School Effectiveness and School Improvement:
Alternatives perspectives. London: Continuum.
Stoll L., Reynolds, D., Creemers, B. and Hopkins, D. (1997). Merging school
effectiveness and school improvement: practical examples. In Reynolds, D.,
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good schools: linking school effectiveness and school improvement. London:
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Thompson, A. (1992). Teachers' Beliefs and Conceptions A Synthesis of the Research.
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Mialaret, G. (1990). . ,56,
146-154.
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. . (. ) &. ,
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:
(.72-89). : .
, ., , . &, . (2006). -
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-790-
2

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Cambell & S. gtoundwater-Smith (eds). Action Research in Education-
Fundamentals of Applied Research, London: Sage, Vol.II, 53-82
Day, C. (2003). . .
. . . :
Elliott, J.(1991). Action research for educational change. Milton Keynes, Philadelphia:
Oxford University Press
Koutselini, M. ( 2010). Participatory Teacher development at Schools: Processes
and issues. In Campbell, A. & Groundwater-Smith, S ( eds). Action Research in
Education, N.V.: Sage, Voll.II, p.p. 243-262
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childhood education. Washington , DC: NAEYC.
Berlyne, D.E. (1965) Struction and direction in thinking.New York :McGraw-Hill
Bloom, B.S (1964) , (1964) Statibility and change in human characteristics, New York ,
Wiley &Sons
Bloom, B.S, (1956) , Taxonomy of Educational Objevtives . Handbook 1 Cognitive
Domain , New York: David Mckay Company , Inc.
Bruner, J.S. (1966) Toward a Theory of Instruction. Cambridge. MA :Harvard
University Press, 1968.
Caine , R. , & Caine , G. , (1991), Making Connections : Teaching and the human
brain , Alexandria, VA : ASCD
Chomsky , N, (1970) Reading, writing, and phonology , Harvard Educational Review
De Villiers , P.A . and de Villiers , L.G.(1979) . Early Language. Cambridge , MA
:Harvard University Press.
Gardner, H. (1983), Frames of mind: The theory of multiple intelligences. NY : Basic
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Greenfield, P., Lave ,J. (1982), Cultural perpectives on child development, San
Francisco : Freeman.
Greenough, W.T.(1978) , Development and memory : The synaptic connection . In T.
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MD, Gryphon house, inc.
Kagan S. (1990) , Readiness 2000: Rethinking rhetoric and responsibility Phi Delta
Kappa, 72, 4,272-274.
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2
Lenneberg , E.H., (1967), Biological foundations of language . New York: Willey.

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Hargreaves, A., Teaching as a Paradoxical Profession,

, 2000.
Rosen, L., & Weil, M. M. (1995) Computer availability, computer experience, and
technophobia among public school teachers. Computers in Human Behaviour,
11(1), 9-31.
Jarvis, P. (2014). , .
: .
Whitley, B. E. (1997), Gender differences in computer-related attitudes and
behavior: a metanalysis, Computers in Human Behavior, 13, 1-22.
-829-
2

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student motivation and learning, Communication Education, 39, October 1990,
323-340
Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education.
Albany, NY: State University of New York Press.
, . (2003). . : Gutenberg
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zmen, K.S. (2010). Fostering Nonverbal Immediacy and Teacher Identity through
an Acting Course in English Teacher Education. Australian Journal of Teacher
Education, Vol.35, Issue 6, Article 1, p.1-23
zmen, K.S. (2011). Perception of Nonverbal Immediacy and Effective Teaching
among Student Teachers: A Study across Cultural Extremes. International
Online Journal of Educational Sciences, 2011, 3(3), 865-881
Richmond, V.P. (1990). Communication in the classroom: Power and motivation.
Communication Education, 39, 369-379
Richmond, V.P. (2002). Teacher nonverbal immediacy: use and outcomes. In:
Chesebro and McCroskey, J.C. (2003) Eds. Communication for Teachers, pp.
65-82. Boston MA: Allyn & Bacon.
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College, August 2005, pp.13-15
Savelli, M. (2010). Teacher Nonverbal Immediacy. Central Connecticut State
University New Britain, Connecticut
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msc
tania@sch.gr

aKoptsis2002@yahoo.gr

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2002).
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(Blakemore & Frith 2005).
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CLIL (Content Language Integrated Learning:
) EMILE (LEnseignement dune Matire par
lIntgration dune Langue Entrangre)

(.. , ) .
,
,
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, .
. 235

235
Un apprentissage a le plus de chances de russir quand la personne a l'occasion de suivre un
enseignement, tout en vivant des situations quotidiennes qui lui permettent d'acqurir la langue par
la pratique. () Les occasions que nous avons de pratiquer la langue demeurent un facteur essentiel
dans la russite de l'apprentissage. Et c'est ici que l'EMILE peut tre d'une grande utilit.
BYA,N.&CHOPEY-PAQUET,M.(2004). L'ENSEIGNEMENT BILINGUE: "L'IMMERSION LINGUISTIQUE"
: http://www.segec.be/Documents/Fesec/Immersion/Immersion_Linguistique-CLIL-
EMILE.pdf
-853-
2
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2007b, Lamsfuss-Schenk 2002).

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1990. Eurydice (2006)
.

( Ioannou-Georgiou, 2012).
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1995,2003,2005,2008)
, , .. (..
www.clilcompendium.com, www.ccn-clil.eu, www.clilconsortium.jyu.fi).
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.
(, 2011).

CLIL
CLIL
CLIL, ,
CLIL ..

PRO-CLIL.

236
CLIL/EMILE (dual focus
teaching enseignement double objectif).
BYA,N.&CHOPEY-PAQUET,M.(2004). L'ENSEIGNEMENT BILINGUE: "L'IMMERSION LINGUISTIQUE"
: http://www.segec.be/Documents/Fesec/Immersion/Immersion_Linguistique-CLIL-
EMILE.pdf
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(Stoller, 2004, Llinares, 2007,
Mehisto& Asser, 2007).

237
Cela ne veut pas dire qu'on peut remplacer l'enseignement de langues trangres par CLIL, au
contraire: il est impratif de soutenir CLIL par une offensive de l'enseignement des langues
trangres.
Au niveau de l'enseignement secondaire, il complte logiquement l'enseignement des langues
trangres et suscite l'intrt des lves aux relations interculturelles. BYA,N.&CHOPEY-
PAQUET,M.(2004). L'ENSEIGNEMENT BILINGUE: "L'IMMERSION LINGUISTIQUE" :
http://www.segec.be/Documents/Fesec/Immersion/Immersion_Linguistique-CLIL-EMILE.pdf
-856-
2
.

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2007). CLIL
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2015.

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-858-
2
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. , power-point, x
,

.

.
, EMILE
.

Blakemore, S.J., & Frith, U. (2005). The learning brain: Lessonsfor education. Oxford:
Blackwell
BYA, N. & CHOPEY-PAQUET, M.(2004). L'enseignement bilingue: L'immersion
linguistique :
http://www.segec.be/Documents/Fesec/Immersion/Immersion_Linguistique-
CLIL-EMILE.pdf
Cekrezi/Bicaku,R., CLIL and Teacher Training, Procedia Social and Behavioral
Sciences,15,3821-3825,2011.
Coyle, D. (2007). Content and Language Integrated Learning: Towards a Connected
Research Agenda for CLIL Pedagogies, International Journal of Bilingual
Education and Bilingualisme, 10/5, 543-562.
Eurydice. (2006) Content and Language Integrated Learning at School in Europe.
European Commission
Grabe, W., & Stoller, F.L. (1997) Content-based instruction: Research foundations. In
Snow, M.A. & Brinton, D.M. (Eds.). The content-based classroom: Perspectives
on integrating language and content (pp. 5-21). White Plains, NY: Longman.
Ioannou-Georgiou, S. (2012). Reviewing the puzzle of CLIL,ELT Journal, 66 (4) 95- 504.
Lamsfu-Schenk, S. (2002): Geschichte und Sprache Ist der bilinguale
Geschichtsunterricht der Knigsweg zum Geschichtsbewusstsein? In
Breidbach, S., Bach, G. & Wolff, D. (eds.): Bilingualer Sachfachunterricht:
Didaktik, Lehrer-/Lernerforschung und Bildungspolitik zwischen Theorie und
Empirie. Frankfurt: Lang, 191-206.
Llinares Garcia, A. (2005) An introduction to CLIL. Presentation at Cracow European
Language Label Conference.
Llinares Garca, A. (2007) Classroom bilingualism at the preschool level: towards a
more natural EFL context. In Prez Vidal, Bel and Garau (eds) A Portrait of the
Young in Multilingual Spain. 185-199. Clevedon: Multilingual Matters.
-859-
2
Marsh, D. 2002. Content and Language Integrated Learning: The European

Dimension - Actions, Trends and Foresight Potential.
http://europa.eu.int/comm/education/languages/index.html
Mehisto, P. & Asser, H. (2007) Stakeholder Perspectives: CLIL Programme
Management in Estonia, International Journal of Bilingualism and Bilingual
Education, 10(5), 683-701.
M, . . (2011). Content and Language Integrated Learning in a Greek
State Junior High School Class, .. . .
Prez Caado,. L.(2012). CLIL research in Europe:past, present and future,
International Journal of Bilingual Education and Bilingualism, 15/3,315-341.
Sanz, C. (2000) Bilingual Education Enhances Third Language Acquisition: Evidence
from Catalonia, Applied Psycholinguistics 21: 23-44. Serra, C. (2007) Assessing
CLIL at Primary School: A Longitudinal Study. International Journal of
Bilingualism and Bilingual Education, 10(5), 582-602.
Serra, C. (2007) Assessing CLIL at Primary School: A Longitudinal Study. International
Journal of Bilingualism and Bilingual Education, 10(5), 582-602.
Stoller, F. (2004) Content-based instruction: Perspectives on curriculum planning.
Annual Review of Applied Linguistics, 24, 261-283.
Van de Craen, P.; Lochtman K.; Ceuleers, E.; Mondt,K.; Allain, L. 2007a. An
interdisciplinary approach to CLIL learning in primary schools in Brussels. In
Dalton-
Puffer, C.; Smit, U. (eds.). Empirical Perspectives on CLIL Classroom Discourse.
Frankfurt am Main: Peter Lang, 253-274.
Van de Craen, P.; Ceuleers, E.; Mondt, K.; 2007b. Cognitive development and
bilingualism in primary schools: teaching maths in a CLIL environment. In
Marsh, D.;
Wolff, D. (eds.). Diverse Contexts Converging Goals. CLIL in Europe. Frankfurt am
Main: Peter Lang, 185-200.

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