{"id":456,"date":"2010-11-06T22:35:00","date_gmt":"2010-11-07T03:35:00","guid":{"rendered":"http:\/\/www.helleniclink.org\/?p=456"},"modified":"2010-11-24T16:45:22","modified_gmt":"2010-11-24T21:45:22","slug":"longitudinal-tools","status":"publish","type":"post","link":"https:\/\/helleniclink.org\/?p=456","title":{"rendered":"3. Longitudinal Tools"},"content":{"rendered":"

Tools for Longitudinal Student Exposure to Greek Language and Culture 1<\/span><\/span><\/span>
\n by
\n Nikos Metallinos, PhD
\n Professor, Department of Communication Studies
\n Concordia University, Montreal, Canada<\/span><\/p>\n

Abstract<\/strong><\/p>\n

The constant and massive decline in the enrollment of students in our Greek schools in North America\u2019s Hellenic communities is a serious phenomenon, which needs to be examined. This paper (a) reviews the issue, (b) discusses the means to overcome the problem, and (c) suggests the establishment of Hellenic Studies programs within North American universities, which will prepare, academically, the future instructors of the Greek language and culture.<\/p>\n

Introduction<\/strong><\/p>\n

The increased absence, or drop-out of the first, second, and third generation Greeks from the Greek schools abroad is a serious phenomenon, which has raised the concern of the Greek government, Greek educational authorities, and various institutions abroad (universities, communities, churches, civic and professional associations, etc.).\u00a0 These institutions have created agencies and various programs aimed at boosting learning of the Greek language and culture, as well as meetings, symposia, and open dialogues referring to this phenomenon.\u00a0 However, the most significant and primary cause of this drop-out or absence of Greeks abroad from the Greek schools has not been given much attention and\/or consideration. The fact remains that primary and secondary Greek education of students abroad in the Greek language and culture has been left to either a limited numbers of Greek teachers from Greece, who lack experience of handling classes of entirely native populations of students, or to academically unprepared teachers.<\/p>\n

The issue regarding the rapid drop-outs of youngsters from the Greek schools abroad only sporadically has been considered by Greek scholars abroad.\u00a0 Consequently, literature explaining the reasons of this is scarce.<\/p>\n

In her article titled Greek Education Abroad:\u00a0 Prospects for Rejuvenation, Renovations In Hellenism in the 21st Century, Marina Lykoudis (2002), discusses the issue.\u00a0 The reasons that cause the drop-out phenomenon, according to Lykoudis are:<\/p>\n

a.\u00a0\u00a0 \u00a0The decline of Greek immigrants.
\n b.\u00a0\u00a0 \u00a0The return of many families to Greece.
\n c.\u00a0\u00a0 \u00a0Smaller families.
\n d.\u00a0\u00a0 \u00a0The parents who are the main reason.<\/p>\n

It is possible that all four of these reasons have to do with the phenomenon.\u00a0 However, they are far from being the main reasons, considering that none apply unilaterally to all Greek communities in North America.<\/p>\n

In reviewing the publications on Greek related issues in the Journal of Modern Greek Studies Association, one will fail to isolate an article regarding the true reasons for the drop-out.\u00a0 Some literature identifies plainly the issues (Maskaleris, 2001), however, when it comes to why young Greek children refuse to attend Greek schools the reasons are not existent or refer to certain things such as:\u00a0 Greece, the motherland, does not help us; we need more Greek teachers from Greece; the youngsters are too busy with the homework of the schools they attend.<\/p>\n

The most responsible document on this issue is the publication by the Hellenic Link Inc., An Hellenic Education Plan for America (2005), which provides an in-depth assessment of the issues of Greek education in North America discussing (1) The State of the Hellenic Education in America Today, (2) The Greek Language and Culture Programs of the Church, (3) Classroom Problems and Some Suggestions, (4) Determining the Scope and Sequence of Modern Greek Curriculum, (5) Hellenic Education in the Public Schools of America, (6) The US Academic Institutions and the Hellenic American Community:\u00a0 Some Early Interactions of Hellenic Education, (7) College Level Courses for High School Students:\u00a0 A Much Needed Innovation (Efthimiou, 2005, p. III).
\n As this outline of the document indicates, first, the examination of the issue is restricted to the United States\u2019s Greek education system, which overlooks important developments in other parts of the world such as Australia, Germany, and foremost Canada; second, the issues are raised yet the concrete suggestions for the solutions to the problem are scarce, if not omitted; and third, the heart of the problem, which is the lack of properly educated teachers to meet the challenge and deal with the problem on hand is overlooked.<\/p>\n

In summary, the actual reasons for the phenomenon have not been dealt with by the literature and those responsible for the preservation, development, and perpetuation of the Greek language and culture abroad.<\/p>\n

The Reasons Explaining the Phenomenon.<\/strong><\/p>\n

The Hellenic Studies Unit of Concordia University decided to explore further and to investigate what might be the actual cause of the decline of the Greek school attendance in North America, devoting its Annual Lecture Series 2008-2009 to exploring the causes and providing sound explanations of this phenomenon.\u00a0 The theme of the Lecture Series was The Academic Preparation of the Teachers of Greek Language and Culture Abroad.<\/p>\n

We attempted to investigate and confirm our initial discussions: whether or not the reasons behind the rapid decline of the Greek schools in North America is due to the insufficient and at times unacceptable background and preparation of those called upon to teach the Greek language and culture to the North American born and raised youngsters of Greek descent.<\/p>\n

Experiences as teachers in our Greek schools taught us that to teach, to reach, and to motivate successfully the Greek American young people one needs to understand their environment, the school systems which they attend, and their own culture, traditions, and habits, among various other factors.
\n On the bases of these realizations, three scholars of education programs dealing with pedagogical issues regarding the academic preparation necessary for future teachers of the Greek language and culture in Greek schools in North America were invited.\u00a0 What follows is only a brief outline of the major points of each of these scholars (their research papers will be published in a forthcoming Monograph of the proceedings.
\n Dr. Andre Gerolymatos, Head of the Hellenic Studies Program at Simon Fraser University of British Columbia and founder of the internet program, Teaching the Greek Language and Culture Abroad, provided the following main suggestions:
\n 1.\u00a0\u00a0 \u00a0Teaching the Greek language and culture abroad presupposes the teachers are equipped and knowledgeable of modern technologies, such as the use of the internet in their instructions.
\n 2.\u00a0\u00a0 \u00a0Teachers of the Greek language and culture must be a part of and have knowledge of the cultural environment of the students they teach so that they can use the \u201clanguage\u201d of their pupils if they are to motivate and capture their attention.
\n 3.\u00a0\u00a0 \u00a0Teaching through the internet has a universal appeal, a vast audience, students and listeners beyond the ones of Greek descent, which allows a universal acceptance of the Greek language and culture.\u00a0 This, in turn, motivates the Greeks to study their language and culture.
\n Dr. Shirley Steinberg, Director of the Paulo and Nita Freir International Project of Critical Pedagogy, and Professor at McGill University\u2019s Department of Integrating Studies in Education.\u00a0 Her lecture was titled Teaching the Neighborhood:\u00a0 Integrating Distinct Cultures Within Our Public Schools.\u00a0 The main points of Dr. Steinberg\u2019s lecture were as follows:<\/p>\n

    \n
  1. As citizens of the modern world we must recognize that the various ethnic minorities are not really minorities.\u00a0 In fact, they are the main body of the societies we live in.\u00a0 In other words the Anglophone and Francopohone citizens of the province of Quebec in actuality are the minorities. This is an important fact in the preparation of teachers.<\/li>\n
  2. It is for this reason that the academic preparation of the instructors of the language and culture of minority communities must be incorporated and become a part of our general public educational system.\u00a0 This will unify the teachers preparation across the board.<\/li>\n<\/ol>\n

    Such a program will benefit not only instructors and students but foremost the society at large, which will become cognizant of other cultures.<\/p>\n

    Dr. Hariette Petrakos\u2019, Associate Professor of Education, research interests focus on the reciprocal influences of home and school of children\u2019s development.\u00a0 Her lecture titled Education Approaches that Enhance the Teaching of Greek Language and Culture, focused on the following issues:<\/p>\n

      \n
    1. The contributions by parents and family in the preparation of their children to attend the Greek schools is paramount, and should not be overlooked in the preparation of the instructor of the Greek language and culture, as often is the case with the present instructors of the Greek schools in North America.<\/li>\n
    2. It should be emphasized that with proper academic preparation, the instructors of the Greek language and culture must be talented; they must love teaching; and they must recognize, deeply and seriously, their responsibilities as teachers.\u00a0 It is those special elements that will attract the youngsters, and generally all students, to attend and enjoy the Greek schools.\u00a0 This is something that is lacking from most Greek schools in North America.<\/li>\n
    3. One more key educational approach that will enhance the teaching of the Greek language and culture is to engage the students in various other cultural activities, beyond the classroom instruction of the languages, such as theater, dance, music, poetry, art.\u00a0 This presupposes that the Greek school instructors must be academically prepared to undertake and supervise such cultural activities.\u00a0 Such activities and this type of curricula are rare in today\u2019s Greek schools, with the exception of the Greek folk dances, which seem to substitute for all the rest.<\/li>\n<\/ol>\n

      In summary, these three scholars provided the reasons why and the means through which the problem of rapid drop-out of Greek students from the Greek schools can be alleviated.\u00a0 What remains is to look at the concrete, practical, and durable ways to overcome it.<\/p>\n

      The Establishment of Hellenic Studies Programs in North American Universities.<\/p>\n

      The strengthening and continuation of the existing, and the establishment of new Hellenic Studies programs in North American Universities, is not a new idea of this author.<\/p>\n

      The literary sources on the issue are numerous.\u00a0 One has to look at the MGSA Bulletins (2002; 2007; 2008), to recognize the great variety of Hellenic Studies curricula in various North American universities (Iatridis, 2002; Papacosmas, 2007, 2008).\u00a0 However, regardless of the rich programs in Classic, Byzantine, and Modern Greek Studies, the decline in enrollment is indicative of changing times and misorientation (Galland, 2006; Klironomou, 2006; Pittas-Hershbash, 2006; Tzovas, 2006).\u00a0 Whereas the former is obvious\u2014we live in a modern technologically-oriented world\u2014the latter needs explanation.<\/p>\n

      I believe that we need to re-orient our university Hellenic Studies programs to meet the demands and fulfill the needs to create the future instructors of the Greek language and culture, starting from the bottom up.<\/p>\n

      The continuation, strengthening, and even the establishment of new Hellenic Studies programs in North American universities will not solve the problem, unless these programs create specific curricula which will prepare their graduates (B.A., MA, or Ph.D.), to also become instructors of Greek language and culture in the Greek schools in all levels.\u00a0 I believe this is a sound, practical, and significant solution to our problem.<\/p>\n

      The decline of the Hellenic Studies programs (Classic, Byzantine, and Modern), from all universities of North America (even from the elite ones such as Yale, Harvard, Princeton, etc.), is an indication of our need for reorientation.\u00a0 The market for today\u2019s Hellenic Studies programs graduates is limited.\u00a0 Consequently, the existing programs are closing due to low enrollments.\u00a0 On the other hand, the Greek schools of the North America Greek communities need teachers who must be academically prepared to undertake the challenging tasks of teaching the youngsters the Greek language and culture.<\/p>\n

      If and when the North America Hellenic Studies Programs create such curricula, which will be rich in pedagogically oriented courses, strong in modern education theories courses, and an extended adaptation of new technology based courses, only then the instructors of the Greek language and culture of our North American Greek schools will be ready to meet the challenge of today.<\/p>\n

      The creation of such curricula will solve both problems.\u00a0 They will allow the continuation of the Hellenic programs within the universities and at the same time will prepare the teachers of our future Greek schools.<\/p>\n

      In today\u2019s practical and market-oriented world, we need to adopt and embrace the dictates of technology and multiculturalism, to survive.\u00a0 The academic preparation of the future instructors of our Greek language and culture abroad can only be achieved if we reexamine and redirect the emphasis of the Hellenic Studies programs of our universities (Lampropoulos, 1984).
      \n This is what we have decided to do as soon as we become a complete Hellenic Studies Program at Concordia University in Montreal, and this is what we suggest that other already existing programs should consider adopting to secure the continuation and achieve the preservation of our Greek language and culture abroad.<\/p>\n

      References<\/strong>
      \n Efthymiou, C.\u00a0 (Ed.).\u00a0 (2005).\u00a0 A Hellenic Education Plan for America.\u00a0 New York:\u00a0 The Hellenic Link, Inc.
      \n Galland, T.\u00a0 (2006, May).\u00a0 The Status of Modern Greek and Hellenic Studies in Higher Education in Canada and the New York University Experience.\u00a0 Journal of Modern Greek Studies, vol. 24, (no.1), pp. 141-151.
      \n Klironomos, M.\u00a0 (2006, May).\u00a0 The Status of Modern Greek Studies in Higher Education:\u00a0 A Case Study of the West Coast of the United States.\u00a0 Journal of Modern Greek Studies, vol. 24, (no. 1), pp 153-164..
      \n Lampropoulos, V.\u00a0 (1989, May).\u00a0 Modern Greek Studies at the Crossroads:\u00a0 The Paradigm Shift from Epiricism to Skepticism.\u00a0 Journal of Modern Greek Studies, vol. 7, (no. 1), pp. 1-39.
      \n Lykoudis, M.\u00a0 (2000).\u00a0 Greek Education Abroad:\u00a0 Prospects for Rejuvenation, Renovations In Hellenism in the 21st Century.\u00a0 S. Constanides & T. Pelagides (Eds.), (pp. 439-452).\u00a0 Athens: Papazisis.
      \n Iatridis, J.\u00a0 (Ed.).\u00a0 (2002). The MGSA Bulletin, XXXIV, ISSN 0047-7702.
      \n Maskaleris, T.\u00a0 (2001). Saving the Hellenic Heritage:\u00a0 The Importance of Modern Greek Studies (pp. 25-34).\u00a0 In N. Metallinos (Ed.), Hellenic Studies at Concordia.
      \n Papakosma, V.\u00a0 (Ed.).\u00a0 (2008). The MGSA Bulletin, XL, ISSN 0047-7702.
      \n Papakosma, V.\u00a0 (Ed.).\u00a0 (2007). The MGSA Bulletin, XXXIX, ISSN 0047-7702.
      \n Pittas-Hershbach, M.\u00a0 (2006, May). The Status of Modern Greek Studies in Higher Education:\u00a0 As Case Study of the East Coast off the United States.\u00a0 Journal of Modern Greek Studies, vol. 24, (no. 1), pp. 179-199..
      \n Tzovas, D.\u00a0 (2006,\u00a0 May).\u00a0 The Future of Modern Greek Studies in Higher Education in the United Kingdom:\u00a0 Lost in Academia.\u00a0 Journal of Modern Greek Studies, vol. 24, (no. 1), pp. 201-208.<\/p>\n

      —————————————————–
      \n 1 A contribution from the Advisory Council on Hellenic Education of the Hellenic Link, Inc.<\/p>\n","protected":false},"excerpt":{"rendered":"

      Tools for Longitudinal Student Exposure to Greek Language and Culture 1 by Nikos Metallinos, PhD Professor, Department of Communication Studies Concordia University, Montreal, Canada Abstract The constant and massive decline in the enrollment of students in our Greek schools in North America\u2019s Hellenic communities is a serious phenomenon, which needs to be examined. This paper […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-456","post","type-post","status-publish","format-standard","hentry","category-news-articles"],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/456","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=456"}],"version-history":[{"count":6,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/456\/revisions"}],"predecessor-version":[{"id":525,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/456\/revisions\/525"}],"wp:attachment":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=456"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=456"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=456"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}