Teaching Greek as L1: Curriculum and textbooks in Greek elementary education.

dc.creator	Kostouli, T.
dc.date	2002-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:09:41Z
dc.date.available	2015-07-20T22:09:41Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/e91153475b8343f2ac5d8c0163fbb88d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13021
dc.description	This article outlines and critically examines the assumptions underlying the basic approaches to the teaching of Greek as mother tongue that have been designed and implemented within the past 20 years (1982–2000) at the elementary level of the Greek educational system. Evidence is drawn from two main sources of data. These consist, first, of the curricula (the old and the new) that have been designed for teaching Greek as L1 at the elementary level of schooling and, second, of the actual language textbooks that have been in use from 1982 in elementary Greek classrooms. The information drawn from this culture-specific set of data is expected to contribute to the discussion conducted worldwide on the nature of L1 teaching, the relation between orality, literacy, and schooling, and the role that textbooks play in fostering specific approaches to literacy learning. Interestingly, the Greek data reveal an inconsistency between general aims, on the one hand (as these are outlined in the curriculum), and the way these aims are translated into actual practice, on the other. As shown below, while in the Greek educational context, the curricula designed tend to reaffirm certain widely acknowledged premises – which basically suggest that literacy pedagogy should be concerned with developing children’s ability to produce and interpret various, contextually appropriate text types – the material actually included in the textbooks and the way in which this material is organized tend to negate this set of assumptions. This inconsistency is discussed in detail and alternative suggestions to eliminate the gap between theory and practice are brought forward.
dc.language	English
dc.publisher	Springer
dc.relation	http://l1.publication-archive.com/next?cont=w1FxFwlbr8g=
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 2, Iss 1, Pp 5-23 (2002)
dc.subject	elementary school
dc.subject	functional grammar
dc.subject	genre
dc.subject	literacy
dc.subject	orality
dc.subject	speech acts
dc.subject	speech events
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Teaching Greek as L1: Curriculum and textbooks in Greek elementary education.
dc.type	article