STANDARDS FOR LEARNING MODERN GREEK LANGUAGE in the United States <\/p>\n
Task Force on Standards for the Learning of Modern Greek
\nVasiliki Tsigas-Fotinis, (Coordinator) Caldwell College and Kean University, Hellenic Link, Inc., Caldwell & Union, NJ
\nEva Prionas, (Co-Chair) Stanford University, Modern Greek Language Teachers Association – President, Stanford, CA
\nVassiliki Rapti (Co-Chair), Harvard University, Cambridge, MA
\nElpida Bairaktaris, Odyssey Charter School, Wilmington, DE
\nPeter Bien, Dartmouth College, Hanover, NH
\nNancy Biska, Adelphi University, Garden City, NY
\nGregory Fulkerson, Delaware Department of Education, Wilmington, DE
\nMaria Hnaraki, Drexel University, Philadelphia, PA
\nLouiza Kondilis, Portland State University, Portland, OR
\nIoanna Lekkakou, Yuba Environmental Science Charter School, Dobbins, CA
\nAristotle Michopoulos, Greek Studies Department at Hellenic College\/Holy Cross, Brookline, MA
\nMaribeth Przywara, Odyssey Charter School, Wilmington, DE <\/p>\n
The Task Force is also extremely grateful to the Theodore and Erika Spyropoulos Foundation for its generous financial assistance for Task Force meetings and its sustained support through the development of the Standards for Learning Modern Greek K-16. <\/p>\n
Advisory Board
\nJames Alatis, Georgetown University, Washington, DC
\nDimitri Dandolos, Odyssey Charter School, Wilmington, DE
\nDimitri Gondicas, Princeton University, Princeton, NJ
\nGus Hatzidimitriou, New York City Department of Education Support, NY
\nRichard Martin, Stanford University, Stanford, CA
\nJune K. Phillips, ACTFL Standards for Foreign Language Learning Project Director, Pittsburgh, PA
\nJohn Rassias, Dartmouth College, Hanover, NH
\nPanagiotis Roilos, Harvard University, Cambridge, MA
\nGonda Van Steen, University of Florida, Gainesville, FL
\nJudson R. Shaver, Marymount Manhattan College, New York, NY
\nGregory Nagy, Harvard University, Harvard Center for Hellenic Studies, Washington, DC
\nCarol Thomas, University of Washington, Seattle, WA
\nAthan Anagnostopoulos, The Greek Institute, Cambridge, MA<\/p>\n
Reviewers
\nAdvisory Council on Greek Education of the Hellenic Link, Inc., Jamaica, NY
\nElsa Amanatidou, Brown University, Providence, RI
\nAmalia Arvaniti, University of California, San Diego, CA
\nChrysanthi Yiannakou-Bien, Dartmouth College, Hanover, NH
\nEffie Christie, Kean University, Union, NJ
\nBrian Joseph, The Ohio State University, Columbus, OH
\nAthena Kromidas, William Spyropoulos Greek-American School of St. Nicholas, Flushing, NY
\nGeorge Melikokis, Jamaica Day School of St. Demetrios, Jamaica, NY
\nStavroula Sellountos, Hellenic American Academy, Chicago, IL
\nGeorgia Thanasoulis, Bronx High School of Science, New York, NY
\nLida Triantafillidou, Aristotle University, Thessaloniki, Greece
\nMary E. Voyatzis, The University of Arizona, Tucson, AZ
\nStella Kokolis, Federation of Hellenic Educators and Cultural Associations, New York, NY
\nHeracles Panagiotides, University of Washington, Seattle, WA <\/p>\n
Contributors to the Learning Scenarios
\nIn addition to the Task Force members, the following people contributed to the writing of the learning scenarios:
\nFrom Odyssey Charter School: [Elpida, please furnish first names & check the list]<\/p>\n
Elpida Bairaktari (Project coordinator)
\nC. Anastasiadis
\nF. Belafemine
\nH. Davis
\nG. Dounavis
\nM. Galantomou
\nV. Guidoglou
\nG. Kokkinomalis
\nE. Latifi
\nK. Parascharaki
\nG. Sporidis
\nA. Stoupaki
\nT. Tsourka
\nS. Vazou
\nVasiliki Zouka, University of Athens, Athens, Greece<\/p>\n
Table of Contents<\/p>\n
STANDARDS FOR MODERN GREEK LANGUAGE LEARNING \t\t\t\t003<\/p>\n
INTRODUCTIO\tN\t\t\t\t\t\t\t\t\t003<\/p>\n
\tStatement of Philosophy\t\t\t\t\t\t\t004<\/p>\n
\tCharacteristics of the Greek Language\t\t\t\t\t004
\n\tA Short History of Standard Modern Greek\t\t\t\t\t004<\/p>\n
\tImportance of Modern Greek in the World\t\t\t\t\t005<\/p>\n
MODERN GREEK LANGUAGE EDUCATION IN THE UNITED STATES\t\t\t 005<\/p>\n
COMMUNICATION \t\t\t\tGOAL 1\t\t\t\t 007
\nInterpersonal Communication
\nInterpretive Communication
\nPresentational Communication
\nCULTURES\t\t\t\t\tGOAL 2\t\t\t\t 010
\nPractices of Culture
\nProducts of Culture
\nCONNECTIONS\t\t\t\tGOAL 3\t\t\t\t 013
\nMaking Connections
\nAcquiring Information
\nCOMPARISONS\t\t\t\tGOAL 4\t\t\t\t 016
\nLanguage Comparisons
\nCultural Comparisons
\nCOMMUNITIES\t\t\t\tGOAL 5\t\t\t\t 018
\nSchool and Community
\nLifelong Learning<\/p>\n
SAMPLE MODERN GREEK LEARNING SCENARIOS \t\t\t\t\t 000
\n\tTheme: Healthy Living
\n\t\tMediterranean Food And Living 5-8
\n\tTheme: Community and People
\n\t\tA Trip to Greece 5-8
\n\t\tCities & Neighborhoods 5-8
\n\t\tPlanning to attend a Greek Summer Camp in Greece 5-8
\n\tTrojan Horse
\n\tPlato Cave
\n\tA Royal Coin
\n\tThe City of Athens through different lenses 16
\n\tThe Bridge of Arta
\n\tThe Five Senses
\n Metamorphoses Final Project<\/p>\n
REFERENCES AND RESOURCES\t\t\t\t\t\t\t\t020<\/p>\n
STANDARDS FOR MODERN GREEK LANGUAGE LEARNING<\/p>\n
COMMUNICATION \t\t\tGoal One
\nCommunicate in the Modern Greek Language<\/p>\n
Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions in the Modern Greek language.<\/p>\n
Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics <\/p>\n
Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.<\/p>\n
CULTURES \t\t\t\t\tGoal Two
\nGain Knowledge and Understanding of the Modern Greek Language and Its Cultural Contexts
\nPractices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of the Greek culture past and present.
\nProducts of Culture: Students demonstrate an understanding of the relationship between the products and perspectives of the Greek culture.<\/p>\n
CONNECTIONS\t\t\t\tGoal Three
\nConnect with Other Disciplines and Acquire Information, and Expand Knowledge
\nMaking Connections: Students reinforce and further their knowledge of other disciplines and their historical development through the Modern Greek language and cultural contexts and perspectives.
\nAcquiring information: Students acquire information, expand their knowledge, and recognize the distinctive viewpoints that are only available through the Greek language and its culture through the ages.<\/p>\n
COMPARISONS \t\t\t\tGoal Four
\nDevelop Insight into the Nature of Language and Culture
\nLanguage Comparisons: Students demonstrate an understanding of the nature of language through comparisons of Modern Greek with their own language.
\nCultural Comparisons: Students demonstrate understanding of the concept of culture through comparisons of the Greek culture with their own.<\/p>\n
COMMUNITIES\t\t\t\t Goal Five
\nParticipate in Diverse Communities of Language and Culture
\nSchool and Community: Students use their knowledge of Modern Greek in a multilingual world.
\nLifelong learning: Students show evidence of becoming life-long learners by using the Modern Greek language for personal enjoyment and enrichment.<\/p>\n
INTRODUCTION<\/p>\n
The Standards for Modern Greek Language Learning is part of a series of language specific documents that complement the Standards for Foreign Language Learning in the 21st Century (2012). Within the content of the latter generic standards, these Modern Greek specific standards are intended to provide an attainable vision for the future of Modern Greek language education in the United States. <\/p>\n
These Modern Greek Standards were developed by a Task Force committee, a team of Reviewers, and an Advisory Board representing all levels of education, in both private and public sectors, from a variety of geographic settings. Together they shared their respective insights and expertise to serve the needs of the diverse teaching and learning of the Modern Greek language and culture. Their ultimate goal is to enhance the curriculum and professional development of the field that fosters lifelong personal and community growth. It is anticipated that these standards will create a concise connection among learners, school, and society; will enhance student critical thinking and creative skills; will provide opportunities for learners of Modern Greek to maintain and deepen their proficiency; and will develop a strong foundation for lifelong learning. These standards will also improve the continuity and cumulative effect of Modern Greek language learning and will provide bridges to connect Modern Greek programs from kindergarten to the senior year of college. <\/p>\n
Statement of Philosophy<\/p>\n
\u0391\u03b9\u03ad\u03bd \u1f00\u03c1\u03b9\u03c3\u03c4\u03b5\u03cd\u03b5\u03b9\u03bd! \u201cEver to Excel\u201d is a Greek adage\u2014from Homer\u2019s Iliad (6.208)\u2014that aptly applies in setting goals or standards for what students should know and be able to do as they engage in the journey of Modern Greek language learning. Aligning with The Partnership for 21st Century Skills (2011) of communication, innovative, critical and creative thinking and praxis, this quest reflects the simultaneous breadth and depth of what can be learned. Set in the context of the global community, the Modern Greek standards empower a cross-cultural learning experience and envision a society of sensitive leadership. <\/p>\n
\tCharacteristics of the Greek Language <\/p>\n
The Modern Greek alphabet consists of 24 letters. As a phonetic language, there is a one-to-one correspondence between letters and sounds with the exception of the (\u03b9, \u03b7, \u03c5) letters that correspond to the \/i\/ sound (e.g., \u03b7 \u03c6\u03af\u03bb\u03b7 \/i fili\/, \u03c4\u03bf \u03c0\u03b1\u03b9\u03b4\u03af \/to pedi\/, \u03c4o \u03ba\u03c5\u03bd\u03ae\u03b3\u03b9) and (\u03bf, \u03c9) letters that correspond to the \/o\/ sound (e.g., \u03c4\u03bf \u03bc\u03c9\u03c1\u03cc). Also, Greek vowels and consonants always have the same length, which contributes toward easier literacy skills. The Greek and English language can adhere to the Subject-Verb-Object syntactic order (e.g., George reads the book\/\u039f \u0393\u03b9\u03ce\u03c1\u03b3\u03bf\u03c2 \u03b4\u03b9\u03b1\u03b2\u03ac\u03b6\u03b5\u03b9 \u03c4\u03bf \u03b2\u03b9\u03b2\u03bb\u03af\u03bf). However, the Greek language can also present syntactic variations in the word order structure (e.g., \u03a4\u03bf \u03b2\u03b9\u03b2\u03bb\u03af\u03bf \u03b4\u03b9\u03b1\u03b2\u03ac\u03b6\u03b5\u03b9 \u03bf \u0393\u03b9\u03ce\u03c1\u03b3\u03bf\u03c2\/ *The book reads George), which is ungrammatical in English. The Greek language nouns and adjectives have three grammatical genders and they must show agreement with one another (e.g., \u039f \u03bc\u03b5\u03b3\u03ac\u03bb\u03bf\u03c2 \u03c9\u03ba\u03b5\u03b1\u03bd\u03cc\u03c2 (masculine), \u03b7 \u03bc\u03b5\u03b3\u03ac\u03bb\u03b7 \u03bb\u03af\u03bc\u03bd\u03b7 (feminine) \u03ba\u03b1\u03b9 \u03c4\u03bf \u03bc\u03b5\u03b3\u03ac\u03bb\u03bf \u03b4\u03ad\u03bd\u03c4\u03c1\u03bf (neuter)\/(The big ocean, the big lake, the big tree).
\nIn Modern Greek the nouns are marked for case. So subject nouns have different forms from object nouns
\n(\u0395\u03af\u03b4\u03b1 \u03c4\u03bf\u03bd \u03ad\u03be\u03bf\u03c7\u03bf \u03b4\u03ac\u03c3\u03ba\u03b1\u03bb\u03bf. \u039f \u03ad\u03be\u03bf\u03c7\u03bf\u03c2 \u03b4\u03ac\u03c3\u03ba\u03b1\u03bb\u03bf\u03c2 \u03b4\u03b9\u03ac\u03b2\u03b1\u03c3\u03b5 \u03c4\u03bf \u03b2\u03b9\u03b2\u03bb\u03af\u03bf. Accents (always the \u201cacute\u201d) go over the stressed syllable, but most single-syllable words have no accent at all. What to Western alphabets is a semicolon ( ; ) in Greek denotes the question mark. Yes, there is enough to learn concerning the Greek alphabet, but once it is mastered it becomes relatively easy to read and pronounce.<\/p>\n
\tA Short History of Standard Modern Greek \t\t<\/p>\n
Standard Modern Greek has the longest documented history of all European languages. Modern Greek is in fact a direct offspring of Ancient Greek, a language spoken before the time of Homer, as early as the 15th century BC, until the death of Alexander the Great in 323 BC. The very long history of the language continues with Hellenistic Koine (Common) Greek for six hundred years\u2014the language of the New Testament, some of which is already quite close to Modern Greek. The transfer of the capital of the Roman Empire to Byzantium (Constantinople) in AD 330 provides a convenient starting point for Byzantine Greek, which became the linguistic medium of a vast body of literature for over more than 1000 years, until Constantinople fell to the Turks in 1453. Since that time people have been speaking Demotic (the language of the people), although much of the literature of the time, influenced as it was by the Greek Orthodox Church and by continued adulation of the ancients, typically used a form of Attic Greek. A further challenge to the Demotic came from an artificial compromise between Ancient and Modern Greek called Katharevousa (Puristic Greek) that the Greek State adopted 400 years later as its official language after winning its independence from the Ottoman Empire. In 1976, however, Demotic was declared an official language and in 1982 the system of largely non-functional stresses and breath marks that it had inherited from the past was greatly simplified. This form of monotonic (single-stressed) Demotic is now termed Standard Modern Greek. <\/p>\n
Importance of Modern Greek in the World<\/p>\n
The Greek language is not only spoken in Greece, Cyprus, and the Greek diaspora; it has also been widely revived through its alphabet, vocabulary, and structure in many other languages. Many concepts, such as democracy, dialogue, philosophy, as well as humanistic principles that define our western thought, were conceived and found their expression in the Greek language. Greek linguistic elements\u2014e.g., \u03bb\u03cc\u03b3\u03bf\u03c2, \u03bd\u03cc\u03bc\u03bf\u03c2, \u03b4\u03b9\u03b1-, \u03b5\u03c0\u03b9-, \u03b1\u03bd\u03c4\u03b9- \u03bc\u03b5\u03b3\u03b1- \u03bc\u03b9\u03ba\u03c1\u03bf- \u03bd\u03b5\u03bf- \u03bc\u03b5\u03c4\u03b1- \u03c0\u03b5\u03c1\u03b9-\u2014are integral components of an impressively large number of English words such as methodology, archeology, morphology), astronomy, autonomy, economy, dialogue, epilogue, anti-establishment, mega-church, microfilm, metamorphosis, perimeter. Having the longest uninterrupted use of any European language, it encompasses a culture which constitutes one of the foundations of Western civilization. For instance, some of the most precious texts of Western civilization\u2014from Homer\u2019s Iliad and Odyssey, Plato\u2019s and Aristotle\u2019s philosophy, classical poetry and tragedy, to the New Testament\u2014were written in Greek. Likewise, Modern Greek poetry has a special place in the global scene, boasting two Nobel laureates, George Seferis and Odysseus Elytis, while C.P. Cavafy\u2019s poetry has profoundly affected modern poetry worldwide. Moreover, the Greek language is not only the prime material of a unique poetry and literature; it is also at the heart of the work of world-class directors like Theo Angelopoulos, whose poetic movies have reoriented the Seventh Art toward new directions. <\/p>\n
Learning Greek avails itself to educational, business, and cultural opportunities. Located at the crossroads of the Mediterranean Basin, between east and west, north and south, Greece has remained the preeminent leader in the shipping world and thus has been an important factor in cultural commerce and linguistic interchange, facilitating the exchange of cultural products around the globe. World markets feature an array of Greek products, from traditional food delicacies to emerging alternative energies. <\/p>\n
MODERN GREEK LANGUAGE EDUCATION IN THE UNITED STATES \t\t<\/p>\n
Greek has a long history in the USA. Many of the founding fathers of the United States of America spoke, wrote, read, and understood Ancient Greek\u2014Thomas Jefferson for example. The first Modern Greek school, opened by John Giannopoulos in St. Augustine, Florida, in 1777, is still extant; it is known as America\u2019s \u201cOldest Wooden School House.\u201d Giannopoulos moved to St. Augustine with many other Greeks from the failed New Smyrna colony in Florida, which lasted from1768 until 1777.<\/p>\n
In 1907, more than a hundred years later, the Cadmos school opened in Boston, but it closed later on. About the same time, two new Church schools opened in Chicago: \u201cSocrates\u201d in 1908 and \u201cKoraes\u201d in 1910. Also in 1908, a school opened in Lowell, Massachusetts. In 1911 the first Modern Greek day school, the Greek American Institute, which is still in operation, was established in The Bronx, NY. At the college level, Alexander Negris became the first Instructor of Modern Greek in 1828, succeeded by Evangelinos Apostolides Sophocles (c. 1807-1883), both at Harvard University.<\/p>\n
After the influx of over 350,000 Greek immigrants during the 1901\u20131920 period, various Greek communities under the auspices of their churches opened many afternoon and Saturday schools. By 1932 there were 284 afternoon schools with 12,712 students and 330 teachers; in 1942 there were 500 schools with 21,834 students and 553 teachers. By the 1970s the Archdiocesan day school system had increased to eighteen schools, mostly in New York City, with approximately 5,000 students attending from kindergarten through the eighth grade. One of these schools, Saint Demetrios in Astoria, Queens, offered kindergarten through twelfth grade and served around 900 students. In 1978 there were about 400 afternoon schools under the Greek Orthodox Archdiocese, with an enrollment of over 30,000 students. In the 2001\u20132002 school year the number of day schools was still only eighteen with 4,104 students, whereas afternoon schools numbered approximately 300 with 25,000\u201330,000 students. Finally, in the 2010\u20132011 school year the Archdiocese had thirty day schools with 4,492 students. The corresponding number for the afternoon schools was more than 340 with approximately 22,650 students. In addition to these Church schools there were also a number of private schools\/academies, public schools, some Language Institutes and several charter schools teaching Modern Greek in the USA, quite aside from Modern Greek instruction in numerous universities. A comprehensive list of academic programs in North America and Canada, as well as a portal of resources for the instruction of Modern Greek language and culture are offered in the official site of the Modern Greek Studies Association, founded in 1968: http:\/\/mgsa.org\/index.html.<\/p>\n
In 1945 the Greek Orthodox Archdiocese founded St. Basil\u2019s Academy in Garrison, New York, in order to prepare teachers to serve within the Archdiocesan school system. After the Academy was moved to the campus of Hellenic College in Brookline, Massachusetts in 1978, students followed a more rigorous, accredited program leading to a B.A. degree in education. In addition to teachers trained in America in this way, a number of teachers from Greece and Cyprus have also served the Archdiocesan school system over the years.<\/p>\n
Modern Greek language community-based parochial schools have provided one of the oldest models of heritage education in the US and other countries. Besides promoting Modern Greek language and culture, they offer a connection to university education in the classics. Course offerings address multiple levels of proficiency in Modern Greek. Their goal is to advance linguistic and cultural competencies. Since the year 2000, a number of Charter schools specializing in Modern Greek have developed.<\/p>\n
COMMUNICATION \t\t\t\tGOAL 1<\/p>\n
RATIONALE
\nThe communication goal focuses on the essential relationship between generating and receiving language. This dual relationship is expressed in three communicative modes: Interpersonal (two-way communication via conversation or written exchanges), interpretive (Identifying what one hears or reads), and presentational (expressing one\u2019s ideas in speech acts or writing). Conversations\u2014both virtual and face-to-face, with people, text, and media, about a variety of topics and events\u2014are central to this goal. <\/p>\n
COMMUNICATION
\nCommunicate in the Modern Greek Language<\/p>\n
Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions and negotiate meaning in the Modern Greek language. <\/p>\n
DISCUSSION<\/p>\n
The first of the three modes, the interpersonal, is a two-way communication mode that requires the student to negotiate meaning with another individual. Accuracy in exchanging information will develop over time. Students need opportunities to develop interpersonal skills through interaction with native speakers or through social media. <\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents greet classmates and teachers using appropriate expressions and gestures.
\n\t\tExamples: \u0393\u03b5\u03b9\u03b1 \u03c3\u03b1\u03c2 (formal). \u0393\u03b5\u03b9\u03b1 \u03c3\u03bf\u03c5 (informal).
\n\u00b7\tStudents identify and name certain objects and places.
\n\u00b7\tStudents follow and issue commands and instructions used in everyday classroom activities (e.g., \u201cOpen your book\u201d, \u201cPractice your dialogue with your partner\u201d, \u201cOnly Greek please\u201d, \u201cTake out your iPads\u201d).
\n\u00b7\tStudents role-play in Modern Greek everyday situations such as ordering\/buying fast food\/snacks\/beverages in a coffee shop, \u03ba\u03b1\u03bd\u03c4\u03af\u03bd\u03b1 or \u03ba\u03b1\u03c6\u03b5\u03c4\u03b5\u03c1\u03af\u03b1.
\n\u00b7\tStudents talk about\/describe aspects of daily Greek life such as food, clothing, types of dwelling-places, modes of transportation, buildings and monuments.
\n\u00b7\tStudents share their likes and dislikes (e.g., about foods, personalities, issues, greetings) with each other or with students in other schools via e-mails and\/or other technologies.
\n\u00b7\tStudents ask and answer questions in Modern Greek about topics such as family, friends, school, pets, and traveling. (The exchanges may be done in person or using technology.)
\n\u00b7\tStudents ask and answer questions about family events, school events, holidays, and celebrations (e.g., Pascha (\u0391\u03bd\u03ac\u03c3\u03c4\u03b1\u03c3\u03b7), summertime activities, Name Day celebration).
\n\u00b7\tStudents acquire goods, services, or information orally and\/or in writing (e.g., in a deli, bakery or restaurant, library, museum).
\n\u00b7\tStudents share ideas about potential careers or jobs.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents give and follow multiple instructions in sequence in Modern Greek related to daily school\/classroom activities.
\n\u00b7\tStudents engage in role-play situations in Modern Greek where they request and receive information, goods and services, such as going to a store\/restaurant and buying goods and ordering food.
\n\u00b7\tStudents share opinions, preferences, and feelings in Modern Greek with their classmates.
\n\u00b7\tStudents follow and give directions to places in a neighborhood or city using Google Maps.
\n\u00b7\tStudents describe orally or in writing topics such as family vacations, memorable experiences, school activities or events (e.g., Greek Independence Day), hobbies, and other interests.
\n\u00b7\tStudents compose letters or e-mails in Modern Greek to inquire about rates and services in hotels, to obtain travel brochures and other travel-related information.
\n\u00b7\tStudents work with peers on topics meaningful to them to develop and propose solutions to issues related to school or community (e.g., ecology, violence, bullying, friendship).
\n\u00b7\tStudents use Modern Greek to discuss reading selections, films, videos, or a work of art.
\n\u00b7\tStudents respond appropriately to simple commands, questions, or statements.
\n\u00b7\tStudents narrate a past experience or a future plan. <\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents use Modern Greek to initiate, sustain, and close a conversation on a variety of real life situations and everyday topics, such as family, friends, hobbies.
\n\u00b7\tStudents discuss orally and in writing current or past events of significant importance to the Greek- speaking community.
\n\u00b7\tStudents exchange commentary on issues and problems that are of concern to the Greek-speaking community.
\n\u00b7\tStudents share their opinions orally and\/or in writing on topics of interest, based on information gathered from a variety of sources (Internet, video, written documents).
\n\u00b7\tStudents engage in role-playing familiar and unfamiliar situations in Modern Greek and exchange information, request clarification, compare and contrast people and things.
\n\u00b7\tStudents formulate, persuade, and debate opinions on a variety of issues.<\/p>\n
\tInterpretive Communication: Students understand and interpret written and spoken language on a \tvariety of topics.<\/p>\n
DISCUSSION<\/p>\n
The Interpretive mode of communication involves the student as a listener- viewer or reader-writer of authentic material. Students can read, view, and interpret a wide array of Greek materials. Beginners read brochures; more advanced learners listen to broadcasts and take virtual tours using Google earth maps or other on-line resources. For instance, they can virtually travel in space and time to the Greek islands or to other locales or even to the Acropolis Museum. All these e-tools enhance their linguistic and cultural competence.<\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents listen to and\/or read in Modern Greek a weather report and list what they would wear that day.
\n\u00b7\tStudents dramatize and illustrate in Modern Greek familiar Greek songs, stories, and fairy tales (e.g., Aesop\u2019s Fables, Greek myths).
\n\u00b7\tStudents identify items in the contents of simple Modern Greek-language realia, such as signs, menus, posters, or advertisements.
\n\u00b7\tStudents identify the meaning of gestures, intonation, and other visual and auditory cues.
\n\u00b7\tStudents summarize the contents of short personal written messages and short personal notes or e-mails from other students on familiar topics, such as family, school events and celebrations.
\n\u00b7\tStudents comprehend the main themes and ideas and identify the principal characters of short stories, novels, or biographies.
\n\u00b7\tStudents identify the main ideas from various media, such as illustrated texts, posters, advertisements, brochures.
\n\u00b7\tStudents divide into appropriate categories the various parts of a culinary recipe in Modern Greek.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents list key information from announcements and messages connected to daily life and travel (e.g., weather, programs from Greek radio or TV, maps of main Greek cities).
\n\u00b7\tStudents compare and contrast several television schedules, restaurant menus, building floor-plans.
\n\u00b7\tStudents create a timeline for the lives of Greek and American historical personages using short biographical sketches.
\n\u00b7\tStudents list the main themes and significant details on a variety of topics as presented on TV, radio, Internet, live presentations, youth magazines.
\n\u00b7\tStudents identify the main ideas and principal characters in brief reading or video selections.
\n\u00b7\tStudents interpret and create a dish from a recipe in a Modern Greek cookbook.<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents answer questions about a passage or dialogue in Modern Greek.
\n\u00b7\tStudents read and understand literary works written in Modern Greek.
\n\u00b7\tStudents deliver an opinion on literary works written in Modern Greek.
\n\u00b7\tStudents express the main theme of a Modern Greek poem, short story, or the lyrics of a song.
\n\u00b7\tStudents keep a journal to identify cultural products, practices, and perspectives in literary and non-literary documents in Modern Greek.
\n\u00b7\tStudents compare and contrast news articles on the same event from different Greek newspapers.<\/p>\n
\tPresentational Communication: Students present information, concepts, and ideas to an audience of \tlisteners or readers on a variety of topics.<\/p>\n
DISCUSSION<\/p>\n
The presentational mode involves preparing speech or writing for an audience. It gives an opportunity to get feedback, to reflect on what has been composed and presented by a learner who demonstrates linguistic andcultural skills and who shares with the audience.<\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents prepare and present in Modern Greek short illustrated personal descriptions of topics like their home, their family, and weekend activities.
\n\u00b7\tStudents write a short autobiographical profile for a Facebook page.
\n\u00b7\tStudents create a video as they act as storytellers in oral or written Modern Greek.
\n\u00b7\tStudents create cards or invitations for a Name Day, birthday, or party.
\n\u00b7\tStudents design posters to promote healthy living or environmental awareness.
\n\u00b7\tStudents dramatize Modern Greek songs and poems, such as \u201c\u03a0\u03bb\u03ac\u03b8\u03c9 \u03ba\u03bf\u03c5\u03bb\u03bf\u03c5\u03c1\u03ac\u03ba\u03b9\u03b1\u201d (I am making Greek cookies).
\n\u00b7\tStudents compose shopping lists and simple messages.
\n\u00b7\tStudents play a game of charades using the vocabulary words of the current unit. <\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents prepare and present in Modern Greek short announcements such as weather reports, emergency alerts, and commercials.
\n\u00b7\tStudents prepare short messages and notes or brief reports in Modern Greek about personal experiences, school, and current events.
\n\u00b7\tStudents present short plays and skits, recite poems, and perform songs in Modern Greek for a school-related event (e.g., holiday concert, end-of-the-year assembly).
\n\u00b7\tStudents design posters in Modern Greek illustrating issues such as environmental awareness or civic responsibilities, and post them in their schools or on their websites.
\n\u00b7\tStudents post book reviews, film and art criticism based on a Greek cultural source.
\n\u00b7\tStudents mime a story as it is being read by others in class. <\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents prepare reports in Modern Greek on a topic of individual interest based upon research on the Internet or other sources.
\n\u00b7\tStudents present their research reports concerning an electronic forum or Hellenic Club.
\n\u00b7\tStudents write an op-ed piece to explain and explore an aspect of Ancient Greek or Modern Greek culture.
\n\u00b7\tStudents create a rubric to evaluate, analyze, and interpret authentic materials intended for native Modern Greek speakers.
\n\u00b7\tStudents develop a theme and present it in various genres (e.g., essay, personal letter, poem).
\n\u00b7\tStudents write and perform their own short play.<\/p>\n
CULTURES\t\t\t\t\tGOAL 2<\/p>\n
RATIONALE<\/p>\n
Developing cultural affinity with rich Modern Greek perspectives, practices, and products is important for this goal. Specific foods, games, and rituals are at the center of the distinct manifestations and celebrations that fuel Modern Greek life. Cultural perspectives are creatively broadened by means of emerging technologies and are reflected in practices or patterns of social interaction. In understanding the perspectives of Greek people, and the way they live their daily life, students come to know Greek cultural values. In addition, world markets feature a significant array of Greek cultural products, spanning from the traditional food industry and tourism to emerging alternative energies, as well as to fine and performing arts, all of which have an effect on our cognitive, affective, sensorimotor, and social experiences and perspectives. <\/p>\n
CULTURES
\nGain Knowledge and Understanding of the Modern Greek Language and Its Cultural Contexts<\/p>\n
Practices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of Greek culture, past and present.<\/p>\n
DISCUSSION<\/p>\n
Practices of culture represent the knowledge of the patterns of behavior that determine what people do, when and where. Such doings reflect contemporary and past ideals, attitudes, and values of Greek culture that have been accepted by Greek society. For example, when one meets someone you greet that person, female or male, with a kiss on two cheeks, or if you meet a priest you kiss his hand. <\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents observe and identify patterns of interactions in family, church, and community settings.
\n\u00b7\tStudents use appropriate gestures and oral expressions for greetings, leave-takings, and common interactions (e.g., handshaking).
\n\u00b7\tStudents participate in age-appropriate cultural activities such as games, songs, celebrations, dramatizations, storytelling, or computer games.
\n\u00b7\tStudents identify social customs that interest them; topics may be aspects of family and social life, and typical Greek holidays.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents examine the traditions and modes of celebration of Greek holidays, special events, folkloric festivals (e.g., OXI Day, \u0391\u03c0\u03bf\u03ba\u03c1\u03b9\u03ad\u03c2 \u03ba\u03b1\u03b9 K\u03b1\u03b8\u03b1\u03c1\u03ae \u0394\u03b5\u03c5\u03c4\u03ad\u03c1\u03b1, \u03a0\u03c1\u03c9\u03c4\u03bf\u03bc\u03b1\u03b3\u03b9\u03ac, \u0391\u03bd\u03ac\u03c3\u03c4\u03b1\u03c3\u03b7, Greek Letters Day).
\n\u00b7\tStudents identify and talk about various forms of entertainment (e.g., coffee shop lifestyle, going for walks, Greek dancing, backgammon (\u03c4\u03ac\u03b2\u03bb\u03b9), outings with one\u2019s \u03c0\u03b1\u03c1\u03ad\u03b1).
\n\u00b7\tStudents learn about and participate in activities enjoyed by young Greeks, such as games, sports, music, dance, after-school activities, and hobbies.
\n\u00b7\tStudents enjoy and evaluate their experience with outdoor cinema, theatrical productions.
\n\u00b7\tStudents crystallize their understanding of Greek Folk Dance by performing for others in the community, e.g., senior citizens.<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents discuss the daily life of Greece, gained from the texts they read in Modern Greek, and the images they see.
\n\u00b7\tStudents interact in a culturally appropriate manner with Greek-speaking individuals across all age levels in a variety of contexts using appropriate verbal and nonverbal cues.
\n\u00b7\tStudents identify, analyze, and discuss contemporary issues in Greece related to the economy, immigration, employment, politics, violence, environment, and religion.
\n\u00b7\tStudents identify, analyze and discuss the changing cultural practices of families and society in 20th century and 21st century Greece.
\n\u00b7\tStudents construct new ways\u2014for example, by creating a skit\u2014 to express Greek concepts like \u03c6\u03b9\u03bb\u03bf\u03be\u03b5\u03bd\u03af\u03b1 (hospitality) in their class, at home, and in the community.<\/p>\n
\tProducts of Culture: Students demonstrate an understanding of the relationship between the products \tand perspectives of Greek culture.<\/p>\n
DISCUSSION<\/p>\n
This standard focuses on how the products of culture reflect the perspectives of that culture. Modern Greek products of culture may be tangible (bouzouki, Greek yogurt & wine, komboloi) or intangible (e.g., Aesop\u2019s fables, a Zembekiko dance, blessing of the home). Whatever the form of the cultural product, its presence within the culture is required or justified by the underlying beliefs and values of that culture. For example, in Greece the bouzouki is central to particular dance expressions such as the \u03c7\u03b1\u03c3\u03ac\u03c0\u03b9\u03ba\u03bf (butchers\u2019 dance). The Mediterranean diet (olive oil, fish, etc.) is indicative of the value of healthy eating. <\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents identify and observe the types of food they eat at various times of day (e.g., \u03c3\u03c0\u03b1\u03bd\u03b1\u03ba\u03cc\u03c0\u03b9\u03c4\u03b1, \u03c4\u03c3\u03bf\u03c5\u03c1\u03ad\u03ba\u03b9 [Paschal bread], \u03ba\u03bf\u03c5\u03bb\u03bf\u03c5\u03c1\u03ac\u03ba\u03b9\u03b1, \u03b3\u03b9\u03b1\u03bf\u03cd\u03c1\u03c4\u03b9).
\n\u00b7\tStudents listen to and sing traditional and popular Greek songs.
\n\u00b7\tStudents read chorally to deepen their experience of Greek theater.
\n\u00b7\tStudents identify, discuss, and produce artwork and crafts enjoyed or made by Greeks in their peer group (e.g., shadow puppets, Greek flags, pottery, weaving, embroidery, worry beads).
\n\u00b7\tStudents identify Greek products and tell why they are so popular worldwide (e.g., olive oil, olives, Greek yogurt, feta, \u03c7\u03b1\u03bb\u03bf\u03cd\u03bc\u03b9 cheese).
\n\u00b7\tStudents recognize and distinguish the types of clothing worn from ancient times until today in Greece.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents identify, and use where possible, Greek products absent from their own culture (e.g., \u03bc\u03c0\u03c1\u03af\u03ba\u03b9, \u03bc\u03c0\u03bf\u03c5\u03b6\u03bf\u03cd\u03ba\u03b9).
\n\u00b7\tStudents read, listen to, and perform Greek stories, music, and traditional dances.
\n\u00b7\tStudents identify and discuss major scientific, academic, and historical contributions by Greeks (e.g., Archimedes\u2019s screw and buoyancy, Erotosthenes and the great library in Alexandria Egypt, Pythagoras of Samos\u2019s theorem)
\n\u00b7\tStudents learn about and report on artistic contributions of Greek culture in areas such as art, architecture, theater, medicine, mathematics, and philosophy from ancient times until today.<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents recognize basic patterns in various Greek art forms.
\n\u00b7\tStudents identify perspectives of Greek culture in selected texts.
\n\u00b7\tStudents participate in discussions with Greek speakers about social, political and religious institutions as they appear in literature and film.
\n\u00b7\tStudents analyze and discuss cultural perspectives as featured in newscasts (available online).
\n\u00b7\tStudents appraise the authors\u2019 perspectives from current news reports and articles found on Greek websites or interviews on YouTube.
\n\u00b7\tStudents examine cultural and historical perspectives through stamps and currencies.
\n\u00b7\tStudents recognize and distinguish the types of traditional clothing worn in various regions of Greece.
\n\u00b7\tStudents organize and participate in Socratic Circles discussing philosophical issues of daily life.<\/p>\n
CONNECTIONS\t\t\t\tGOAL 3
\nRATIONALE<\/p>\n
The Greek language, as one of the foundational language of the arts and sciences, ideally connects the dots and deepens the connections among disciplines. Ample opportunities exist for cooperative interdisciplinary work. Learners activate their previously acquired knowledge in a variety of disciplines, connecting, growing, and deepening their understanding. Connections flow from other content areas to the language classroom and also originate in the classroom, adding enriched experiences to the rest of the curriculum. <\/p>\n
CONNECTIONS
\nConnect with other disciplines, acquire Information, and expand knowledge<\/p>\n
Making Connections: Students reinforce and further their knowledge of other disciplines and their historical development through the Greek language and cultural contexts and perspectives. <\/p>\n
DISCUSSION<\/p>\n
True learning never happens in isolation. It is naturally connected to pre-existing knowledge, to associations with familiar concepts, and to the common linguist patterns of other disciplines. Students discover how to learn by exploring how shared interdisciplinary themes enhance fluency. One example of an interpretive task may show how graphs in mathematics might help to create language-based graphs. In another example, students who are interested in endangered species could explore websites and enhance their Modern Greek vocabulary of endangered species, geography, and various related disciplines. Some good interdisciplinary areas enabling the student of Modern Greek to enlarge his or her focus from language acquisition to a broader learning experience include mathematics, logic, philosophy, theater, biology, geography, and of course Greek mythology.<\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents name basic items that they learn in other classes such as weather, calendar, seasons, climate, planets, math facts, simple measurements (e.g., pounds vs. kilograms), and plant and animal life.
\n\u00b7\tStudents expand their knowledge, through Modern Greek, of other subject areas such as geography by learning the names and locations of major countries in Europe and around the world.
\n\u00b7\tStudents identify significant contributions of Greeks and the Greek language in the arts and sciences as well in the culture of their own country (e.g., Euclid for geometry, Hippocrates for medicine, contemporary Greek scientists and Nobel Prize winning poets).
\n\u00b7\tStudents read an English passage in which many of the words stem from the Greek language, and they identify these words.
\n\u00b7\tStudents compare and contrast the architecture of buildings in Ancient Greece and their influence on notable building in America.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents talk in Modern Greek about topics from other school subjects, such as geographical and weather information, mathematical and scientific facts, measurements (conversion to and from the metric system, Fahrenheit vs. Celsius), as well as historical facts and highlights.
\n\u00b7\tStudents use mathematical and scientific terminology derived from Greek roots (e.g., hexagon, dodecahedron, chemistry, physics, etc.).
\n\u00b7\tStudents make connections with Greek influence and terminology in the social sciences, history, and arts (Athens, philosophy, myths, music, metropolis, Philadelphia, etc.).
\n\u00b7\tStudents initiate and sustain simple conversations in Modern Greek about ecology, climate change, and their community.
\n\u00b7\tStudents compare and contrast, physically and aesthetically, the theatrical venues in Ancient Greece and in America.
\n\u00b7\tStudents trace geometric and other patterns in forms of art through the ages.
\n\u00b7\tStudents compare and contrast the dietary practices of Greece with those of America.<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents make connections with Greek concepts from the social sciences, philosophy, and history.
\n\u00b7\tStudents discuss in Modern Greek a variety of topics that are being studied in other courses.
\n\u00b7\tStudents use background knowledge from other disciplines to discuss current events in Greece in areas such as politics, economy, and ecology.
\n\u00b7\tStudents use a variety of Modern Greek sources to research topics in their field of study and personal interests.
\n\u00b7\tStudents dramatize connections with Greek art and theater.
\n\u00b7\tStudents theatrically reconstruct life in a Greek village.
\n\u00b7\tStudents compare and contrast farming practices in Greece with those in America.<\/p>\n
Acquiring information: Students acquire information, expand their knowledge, and recognize the distinctive viewpoints that are available only through the Greek language and its culture through the ages.
\nDISCUSSION<\/p>\n
Modern Greek language could be a key to opening the door to new knowledge. By being exposed to authentic materials, the learners could do two things: (a) use their previous knowledge of other disciplines to approach Greek language texts on a variety of subjects, (b) acquire new knowledge bridging disciplines together through their exposure to the Modern Greek language. Language learning experience is empowered by being integrated in interpretive, interpersonal, and presentational tasks. <\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents listen to and learn short dialogues, passages, poems, and songs in Modern Greek (e.g., from counting and abc rhymes, folk songs, picture books).
\n\u00b7\tStudents gather information about Greece and Greek culture by listening to and reading short presentations in Modern Greek (e.g., travel videos, brochures, magazines).
\n\u00b7\tStudents use their knowledge of Modern Greek to understand a specialized vocabulary in science and technology. <\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents use sources intended for same-age speakers of Greek to prepare presentations on topics of personal interest (e.g., favorite sports, hobbies, environmental issues, health).
\n\u00b7\tStudents identify Greek contributions to world culture, science, art, and society in general.
\n\u00b7\tStudents take a virtual tour of the National Gallery of Art in Athens and the New Acropolis Museum and share their reactions with classmates.
\n\u00b7\tStudents explore and distinguish the four different terms for love in the Greek language (\u03ad\u03c1\u03c9\u03c2, \u03c6\u03b9\u03bb\u03af\u03b1, \u03c3\u03c4\u03bf\u03c1\u03b3\u03ae, \u03b1\u03b3\u03ac\u03c0\u03b7).
\n\u00b7\tStudents interpret the meanings of the two Greek words for time (\u03ba\u03b1\u03b9\u03c1\u03cc\u03c2, \u03c7\u03c1\u03cc\u03bd\u03bf\u03c2).
\n\u00b7\tStudents discuss the Aristotelian concept of friendship, and how it may differ from their own. <\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents acquire information about mythology from web-based Modern Greek sources.
\n\u00b7\tStudents collaboratively create a project showing the ecological attributes of specific Mediterranean locations.
\n\u00b7\tStudents acquire information on the development of Greek democracy in ancient Athens and relate it to current models of this concept in various democratic countries around the world.
\n\u00b7\tStudents evaluate information gathered from various Modern Greek materials and compare it to information obtained on the same topics written in English. Examples include the role of women in ancient and modern societies.
\n\u00b7\tStudents acquire information about the ancient Greek astronomers Aristarchus and Ptolemy, about the planets and the cosmos in general, and how astronomers and other disciplines use this information today on a larger scale worldwide.<\/p>\n
COMPARISONS\t\t\t\tGOAL 4
\nRATIONALE<\/p>\n
All cultures have distinctive features. Likewise, the languages that grow out of these cultures have distinctive characteristics. To compare different cultures and languages raises students\u2019 linguistic awareness and cultural understanding. More specifically, to compare the linguistic elements of Modern Greek with those of another language enhances students\u2019 ability not only to examine the thought patterns of their own language but also to understand more about languages in general. Even at the novice level of their Modern Greek language learning experience, students can compare and contrast Modern Greek with other languages they know, as different elements are presented. Activities that will assist students in understanding how languages work can be systematically integrated into instruction. <\/p>\n
COMPARISONS
\nDevelop Insight into the Nature of Language and Culture<\/p>\n
Language Comparisons: Students demonstrate an understanding of the nature of language through comparison of Modern Greek with their own language.<\/p>\n
DISCUSSION<\/p>\n
Learning the linguistic elements of Modern Greek enhances the students\u2019 ability to examine their own language, its uses and patterns of thought. From the very early learning experiences, students can explore informal and formal forms of address in Modern Greek, apply learned cognate patterns to new words they encounter, and compare and contrast ways in which the syntax and grammar of Greek and English express meaning. Overall students learn to understand how languages work.<\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents cite English words that have Greek origins (e.g., marathon, telephone, method, elephant).
\n\u00b7\tStudents contrast idiomatic expressions in Modern Greek with their English counterparts (e.g., \u039c\u03bf\u03c5 \u03b1\u03c1\u03ad\u03c3\u03b5\u03b9 vs. I like it).
\n\u00b7\tStudents use appropriate informal and formal forms of address in greetings, leave-takings, and other expressions (e.g., \u03a4\u03b9 \u03ba\u03ac\u03bd\u03b5\u03b9\u03c2; vs. \u03a4\u03b9 \u03ba\u03ac\u03bd\u03b5\u03c4\u03b5;).
\n\u00b7\tStudents make visual comparisons of meanings generated by Modern Greek and English equivalents (architectural buildings in the US and Greece, i.e., statue of President Abraham Lincoln is modeled from the Greek statue of Zeus).
\n\u00b7\tStudents compare and contrast the size, structure, and pronunciation of the Greek alphabet with these characteristics of the English alphabet and other alphabets.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents apply learned cognate patterns to new words they encounter (e.g., hyperactive, hypodermic, hypothermia, bronchitis, biology, technology, pathology).
\n\u00b7\tStudents compare and contrast how the syntax and grammar of Greek and English express meaning (e.g., how word order in both English and Modern Greek changes emphasis).
\n\u00b7\tStudents use appropriately formal and informal forms in Modern Greek when addressing people of different status and age, a practice not used in English.
\n\u00b7\tStudents use grammatical and\/or syntactical patterns in Modern Greek that differ from the patterns in English (e.g., the Greek verb \u201c\u03b5\u03af\u03bc\u03b1\u03b9\u201d [to be] has a continuous present and continuous past tense but does not have a simple present or simple past tense; Greek adverbs are typically not placed where the equivalent adverb would be placed in English; Greek, but not English, can mean \u201cThe dog bites the man\u201d when it writes \u201cThe man [accusative case] bites the dog [nominative case]\u201d).
\n\u00b7\tStudents distinguish how emotional functions are carried out in Modern Greek and English (e.g., greeting, honoring, apologizing, arguing, complaining, scolding, forgiving).<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents compare and contrast the structure and grammar of Modern Greek with the structure and grammar of English (or other languages, ancient or modern).
\n\u00b7\tStudents trace the historical development of the Greek language.
\n\u00b7\tStudents use Greek idioms and proverbs in formal and informal settings.<\/p>\n
\tCultural Comparisons: Students demonstrate an understanding of the concept of culture through \tcomparisons of the Greek culture with their own culture.<\/p>\n
DISCUSSION<\/p>\n
As students break cultural barriers through their language learning they discover cultural products, practices and perspectives similar to and different from those in their own culture. They have the opportunity to reflect and compare cultural systems in general. From the very beginning of learning they can understand the effects of cultural products and behavior patterns in Modern Greek culture and compare and contrast perspectives with their own culture.<\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents compare simple patterns of behavior in various cultural settings (e.g., family gatherings, familiar vs. formal relationships).
\n\u00b7\tStudents explore the effects of tangible products in Modern Greek culture and compare those effects with those in their own culture (e.g., automobiles, mobile telephones, \u03c6\u03c1\u03b1\u03c0\u03ad).
\n\u00b7\tStudents compare and contrast songs and tales of Modern Greek culture with songs and tales of their own culture.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents compare aspects of Greek and American daily life, such as school schedules, meals, weekend activities, and vacations.
\n\u00b7\tStudents hypothesize about the relationship between cultural perspectives and practices in Greek culture, comparing these with their own culture (e.g., Greek vs. American holidays, March 25th vs. July 4th, the importance of name days vs. birthdays).
\n\u00b7\tStudents speculate on why certain products are important in Greek culture and they make comparisons with their own culture (e.g., cement, fertilizer).
\n\u00b7\tStudents learn about Greek and American cultural practices in areas such as popular sports (e.g., Greek football [soccer] vs. American football).
\n\u00b7\tStudents watch videos of young Greeks and compare and contrast their verbal and non-verbal behavior patterns with the way that American young people would act and react in similar situations.<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents compare and contrast the life of a university student in America with that of a university student in Greece.
\n\u00b7\tStudents identify elements in their own art and literature that have their basis in the Greek world.
\n\u00b7\tStudents compare ecological, political, and social issues as reflected in news broadcasts in Greek and English.
\n\u00b7\tStudents compare and contrast the current Greek political system with the American political system.
\n\u00b7\tStudents identify and analyze cultural perspectives as reflected in a variety of literary and cinematographic genres.
\n\u00b7\tStudents compare cultural institutions as presented in authentic Greek and English materials.<\/p>\n
COMMUNITIES\t\t\t\tGOAL 5
\nRATIONALE<\/p>\n
The goal of community combines and contextualizes elements from each of the other goal areas. It is the primary 21st century skill that energizes the creation of new technologies. As students use Modern Greek to communicate in authentic real-life contexts, they come to understand and value the community context of Greek beyond the classroom setting. By so doing, they will inevitably access resources from Modern Greek community organizations, businesses, or governmental agencies utilizing electronic resources, broadcasts, and print media. Modern Greek language learners will become more proficient in Modern Greek through appropriate exposure to programs, activities, and people in their schools and community. As students have opportunities to use Modern Greek in response to real-world needs, they will seek out situations beyond the school in which they can apply their competencies. Thus they will create and participate in multilingual communities at home and around the world. <\/p>\n
COMMUNITIES<\/p>\n
Participate in Diverse Communities of Language and Culture<\/p>\n
School and Community: Students use their knowledge of Modern Greek in a multilingual world. <\/p>\n
DISCUSSION<\/p>\n
In preparing students for a competitive global market, and a world of fast, real or virtual global communications, knowledge of another language and culture has been emphasized in public and private schools and in academic institutions. The most important learning goal for students is to connect with Modern Greek communities and see immediate uses of what they have learned. Communities with a strong presence of Greek speakers offer a wealth of resources and expertise. In areas where there is no strong presence of Modern Greek speakers the Internet can link language classes with communities of Greek speakers around the globe. Through building communities, students can pursue personal and professional interests, and at the same time, they can realize the interdependence of people and cultures in the world we live in. Students of Greek heritage background can have a keener awareness of community resources that give them new insights to the Greek and the Greek American culture. <\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents perform, sing, or recite songs, poems, stories, skits, or plays in Modern Greek for a classroom, school, or community event.
\n\u00b7\tStudents retell familiar stories or create and illustrate stories in Modern Greek in order to present them to others.
\n\u00b7\tStudents communicate in Modern Greek\u2014through letters, e-mail, and audio and video recordings\u2014with elementary school students in other Modern Greek classes or in schools in Greece.
\n\u00b7\tStudents dance a traditional \u03ba\u03b1\u03bb\u03b1\u03bc\u03b1\u03c4\u03b9\u03b1\u03bd\u03cc\u03c2 or another Greek folk dance for a public festival or institution.
\n\u00b7\tStudents participate in an International Olympics, highlighting one or more of the following areas: athletics, arts, multicultural expressions of the five senses, sciences or academics. <\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents perform an original play or recite their own poetry in Modern Greek for a school or community cultural event.
\n\u00b7\tStudents participate in Greek Club activities that benefit the school or the community.
\n\u00b7\tStudents interact with Greek-speaking members of their local community in order to improve their ability to use the language in different settings (e.g., ordering food at the annual festival of the local Greek church or in a Greek restaurant).
\n\u00b7\tStudents interact with community members who are involved in a variety of careers (e.g., medicine, teaching, law) in order to understand how these individuals have used the Modern Greek language in their work.
\n\u00b7\tStudents communicate in Modern Greek through letters, e-mails, video recordings, Skype, or teleconferences with Greek-speaking students around the world.
\n\u00b7\tStudents participate in an extended Modern Greek immersion experience such as a Modern Greek language camp.<\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents present and exchange information about their language experience to others in school and community.
\n\u00b7\tStudents share their knowledge of Modern Greek with others in school and community, using an art form.
\n\u00b7\tStudents present information about the Modern Greek language and culture to their communities.
\n\u00b7\tStudents use Modern Greek language resources to research topics of personal interest.
\n\u00b7\tStudents provide Modern Greek language services in the community, like oral and written translation services.
\n\u00b7\tStudents participate in study abroad programs in Greece.
\n\u00b7\tStudents communicate orally and in writing with Greek-speaking peers on a variety of topics both professional and personal.
\n\u00b7\tStudents formulate explanations of why many traditional Greek folk dances are circular..
\n\u00b7\tStudents organize and effectuate with other schools in the area an International Olympics highlighting one or more areas such as the following: athletics, art, science, politics..<\/p>\n
Lifelong learning: Students show evidence of becoming lifelong learners by using the Modern Greek language for personal enjoyment and enrichment. <\/p>\n
DISCUSSION<\/p>\n
As students of Modern Greek become autonomous learners and have opportunities to use Modern Greek beyond the classroom and in real life settings, they interact with Greek communities at home and around the world. Gains in linguistic and cultural competencies provide the requisite tools for exploring leisure activities, understanding and discussing a range of topics in Modern Greek, understanding Greek literary and art works, political and social issues. Language becomes a powerful tool of communication allowing for participation in the Modern Greek life and culture in depth, throughout one\u2019s life. With direct access to the world virtually, one can form lifelong empowering learning experiences through partnerships and communities.<\/p>\n
NOVICE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents play sports or games such as soccer or hopscotch, or engage in other social activities typical of Greek culture.
\n\u00b7\tStudents listen to Greek music, sing songs in Modern Greek, or become aware of musical instruments used in various parts of Greece.
\n\u00b7\tStudents watch Modern Greek videos for enjoyment.
\n\u00b7\tStudents help prepare and sample typical Greek hors d\u2019oeuvres (\u03bc\u03b5\u03b6\u03ad\u03b4\u03b5\u03c2) and desserts such as \u03c3\u03c0\u03b1\u03bd\u03b1\u03ba\u03bf\u03c0\u03b9\u03c4\u03ac\u03ba\u03b9\u03b1 and \u03ba\u03bf\u03c5\u03bb\u03bf\u03c5\u03c1\u03ac\u03ba\u03b9\u03b1.
\n\u00b7\tStudents celebrate Greek holidays such as Independence Day (March 25th).
\n\u00b7\tStudents recognize and demonstrate \u03c6\u03b9\u03bb\u03bf\u03be\u03b5\u03bd\u03af\u03b1 (hospitality; literally, being the friend of a stranger) within their class, school, or community setting.<\/p>\n
INTERMEDIATE<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents listen to music, sing songs, and become familiar with musical instruments that are representative of Greek culture.
\n\u00b7\tStudents experience a cultural event, for example by attending a performance by Greek children at a Greek Orthodox church or another Greek institution.
\n\u00b7\tStudents perform an Ancient Greek, Modern Greek, or even a Medieval Greek play for the PTA, social club, senior group or other social organization.
\n\u00b7\tStudents plan, and then carry out, activities for a cultural event (e.g., carnival, or organizing a bal masqu\u00e9).
\n\u00b7\tStudents plan a real or imaginary trip to Greece using the Internet (e.g., researching files for weather, accommodations, transportation).
\n\u00b7\tStudents explore Greek books, magazines, and websites for personal entertainment and enjoyment.
\n\u00b7\tStudents play Greek music, sing songs in Modern Greek, or become aware of the range of sounds that Greek musical instruments can produce. <\/p>\n
ADVANCED<\/p>\n
Sample Progress Indicators
\n\u00b7\tStudents interact with community members of Greek origin.
\n\u00b7\tStudents transfer elements from Modern Greek culture to their own thoughts and actions.
\n\u00b7\tStudents subscribe to Greek websites (e.g., to a Greek online newspaper or blog).
\n\u00b7\tStudents read, write, and create Modern Greek literary and non-literary texts for enjoyment.
\n\u00b7\tStudents communicate in Modern Greek with native Greek speakers via the Internet (chat rooms, social media, distance learning portals).
\n\u00b7\tStudents use various sources and media to obtain information from Greece on topics of personal and communal interest.
\n\u00b7\tStudents participate in lectures, conferences, and cultural activities in Modern Greek.
\n\u00b7\tStudents research topics of professional interest using Modern Greek language resources.
\n\u00b7\tStudents construct re-enactments of their favorite Greek tragedies and comedies and\/or works of art.
\n\u00b7\tStudents enrich their local public library with Modern Greek language and culture print and electronic media.<\/p>\n
MODERN GREEK LANGUAGE SCENARIOS <\/p>\n
TARGETED STANDARDS
\n1.1\tInterpersonal Communication
\n1.2\tInterpretive Communication
\n1.3\tPresentational Communication
\n2.1\tPractices of Culture
\n2.2\tProducts of Culture
\n3.1\tMaking Connections
\n3.2\tAcquiring Information
\n4.1\tLanguage Comparisons
\n4.2\tCultural Comparisons
\n5.1\tSchool and Community
\n5.2\tLifelong Learning<\/p>\n
GENERAL LEARNING SCENARIOS that could be applied to all levels <\/p>\n
[SEE FILES OF SCENARIOS] <\/p>\n
REFERENCES AND RESOURCES <\/p>\n
Donald M. Ayers, English Words from Latin and Greek Elements. Tucson: University of Arizona Press, 1986.
\nProfessor G. Xanthakis-Karamanos, \u201cThe Reception of Greek in Contemporary English,\u201d lecture delivered at the symposium on “Reviving the Delphic Idea.” Delphi, Greece, August 17, 2006.
\nJohn A. Rassias et al., The Future of the Greek Language and Culture in the US: Survival in the Diaspora. New York: Greek Orthodox Archdiocese, 1999.
\nHelena Anderson Curtain, Languages and Children, Making the Match: Foreign Language Instruction for an Early Start, Grades K-8. White Plains, NY: Longman, 1994. <\/p>\n
Virginia M. Scott, Principles and Practices of the Standards in College Foreign Language Education. Nashville, Tennessee: Vanderbilt University Press, 2009. <\/p>\n
Greek Orthodox Archdiocese of America, Yearbooks, 1997-2011. New York.<\/p>\n
\u039c\u03c0\u03ac\u03bc\u03c0\u03b7\u03c2 \u039c\u03b1\u03bb\u03b1\u03c6\u03bf\u03cd\u03c1\u03b7\u03c2, \u0388\u03bb\u03bb\u03b7\u03bd\u03b5\u03c2 \u03c4\u03b7\u03c2 \u0391\u03bc\u03b5\u03c1\u03b9\u03ba\u03ae\u03c2, 1528\u20131948. New York: Goldman, Isaac, 1948.\t<\/p>\n
Charles Moskos, Greek Americans: Struggle and Success. Englewood Cliffs, NJ: Prentice Hall, 1980. <\/p>\n
George Papaioannou, The Odyssey of Hellenism in America. Thessaloniki: Patriarchal Institute for Patristic Studies, 1985.\t\t <\/p>\n
\u201cAligning Greek Language Teaching with US National Standards. \u201d Paper, presentation, and workshop given at \u201cHellenic Values and Global Civilization: Engaging Universities and Citizens,\u201d a conference held at the University of Southern Florida on February 18-20, 2010, sponsored by the American Foundation for Greek Language and Culture (AFGLC) of Tampa, Florida, in cooperation with the Interdisciplinary Centers for Hellenic Studies (ICHS) of the University of South Florida and the Richard Stockton College of New Jersey. http:\/\/www.afglc.org\/pages\/foru\/AFGLC_Forum_2010\/Trigas_Fotinis_Aligning_Greek_Language_Teaching_with_US_National_Standards_Paper_AFGLC_Forum_2010.pdf
\n\u201cRequirements of Certification for Teachers of Greek Language and Culture in New Jersey,\u201d a presentation at a colloquium focused on improvements of Hellenic Education, sponsored by Hellenic Link, Inc., Advisory Council on Hellenic Education at Saint Barbara Greek Orthodox Church Community Center, Toms River, NJ, May 31, 2008.
\nKathryn Lasky, Kevin Hawkes, illu., The Librarian Who Measured the Earth. New York: Little, Brown and Company, 1994.
\nAnna Prokos, Christina Tsevis illus., The Lucky Cake. A-to-Z Publishing, 2011.
\nhttp:\/\/www.mgsa.org\/Resources\/mgtexts.html<\/p>\n
THE DRAFTING TASK FORCE<\/p>\n
Vasiliki Tsigas-Fotinis, Coordinator, Caldwell College & Kean University, Caldwell & Union, NJ; Member, Advisory Council on Hellenic Education, Hellenic Link, Inc., NYC, NY
\nEva Prionas, Co-Chair; Stanford University, Modern Greek Language Teachers Association – President, Stanford, CA
\nVassiliki Rapti Co-Chair; Harvard University, Cambridge, MA
\nElpida Bairaktaris, Odyssey Charter School, Wilmington, DE
\nPeter Bien, Dartmouth College, Hanover, NH
\nNancy Biska, Adelphi University, Garden City, NY
\nGregory Fulkerson, Delaware Department of Education, Wilmington, DE
\nMaria Hnaraki, Drexel University, Philadelphia, PA
\nLouiza Kondilis, Portland State University, Portland, OR
\nIoanna Lekkakou, Yuba Environmental Science Charter School, Dobbins, CA
\nAristotle Michopoulos, Greek Studies Department at Hellenic College\/Holy Cross, Brookline, MA
\nMaribeth Przywara, Odyssey Charter School, Wilmington, DE <\/p>\n","protected":false},"excerpt":{"rendered":"
STANDARDS FOR LEARNING MODERN GREEK LANGUAGE in the United States Task Force on Standards for the Learning of Modern Greek Vasiliki Tsigas-Fotinis, (Coordinator) Caldwell College and Kean University, Hellenic Link, Inc., Caldwell & Union, NJ Eva Prionas, (Co-Chair) Stanford University, Modern Greek Language Teachers Association – President, Stanford, CA Vassiliki Rapti (Co-Chair), Harvard University, Cambridge, […]<\/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-699","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\/699","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=699"}],"version-history":[{"count":1,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/699\/revisions"}],"predecessor-version":[{"id":700,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/699\/revisions\/700"}],"wp:attachment":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=699"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=699"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=699"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}