Summary:
The present work deals with the serious vocabulary deficit of the first-year immigrant children in cross-cultural/multilingual schools in Greece. In other words, the contemporary intercultural issue is considered as a challenge for the upgrade of the education which is provided, with the purpose of shaping a substantial interaction between foreign and native people.
Taking into consideration the complexity of bilingual conceptual development and the necessity for reformation of the current curriculum, is highlighted the importance of organizing a systematic lexical teaching as it can undoubtedly achieve a deeper reading comprehension.
Particularly, its aim is to examine whether and to what extent the implementation of a targeted teaching proposal can contribute to the lexical enhancement of foreign students, making them more functional within the school community. Therefore, the project focuses on teaching design of a methodological lexical intervention, forming corpus with the most frequent and basic words of Greek language. Based on the triptych phonology, semantics and pragmatics, this method seeks to offer a solid lexical background to all students, in order to make them capable of facing any of the circumstances in daily communication.
Consequently, the main part of the present work constitutes the effective treatment of multiple problems that immigrants students are called to manage both in speaking and writing during their stay in Greece. So, the migration experience is totally encountered as a positive condition which is coming to enrich the linguistic and cultural background of bilingual and local students.
Subject area: Intercultural Education, teaching Greek as a foreign/second language
Word-Keys: lexical enhancement, conceptual development, reading comprehension, vocabulary teaching method
Keywords:
Subject area: Intercultural Education, teaching Greek as a foreign/second language Word-Keys: lexical enhancement, conceptual development, reading comprehension, vocabulary teaching method
