METHODS OF USING IMMERSION TEACHING MODERN GREEK LANGUAGE IN A HIGHER EDUCATION
Immersion as a special bilingual teaching method is intended to plunge students into the learning environment by the way of transforming the teaching process into a language environment. Learning the Modern Greek language at the Mariupol State University in the process of training the Modern Greek-Ukrainian translators based on immersion methods emerges the actual methodological problem which can be solved by revitalizing the method of teaching some special subjects. The method of immersion teaching the Modern Greek language at the Higher Educational Establishment has been highlighted in the paper based on the special course of subjects under the title “Annotating and Abstracting Texts (Modern Greek language)” of the optional course for students obtaining the Master’s degree. The special course mentioned above has been worked out on the basis of integrity and immersion. Teaching annotating and abstracting in the Modern Greek language accompanied with the methodology support as well as the syllabus and the reference book of clichés ensures the appliances named “Annotating and Abstracting Texts (Modern Greek language)”. The considered work is provided with practical tasks presented in the form of texts of annotations and abstracts, scientific articles, dedicated to the issues of highlighting the actual issues of philology, linguistics, linguodidactics, comparative pedagogics and translation. As the subject is focused on teaching philologists and translators, immersion has some peculiarities. Firstly, it is multilingual as the teaching material is provided in three languages (Modern Greek, Ukrainian and English). Secondly, it is translation-oriented as immersion is realized not only in one main language (here it is the Modern Greek) but into the processes of Modern Greek – Ukrainian and English-Ukrainian translation. The method of using the immersive teaching in the special course is realized in the systematic use of the following principles: 1) harmonization of the learning language and the themes and contents of the language material; 2) gradual increasing of the complexity level of the tasks during the teaching process; 3) gradual increasing in number of the teaching materials in the Modern Greek language. The partial immersion in the course is being gradually changed by the full immersion.
Dolson, D. (1984) Introduction for Studies on Immersion Education. A Collection for United States Educators Prepared under the direction of the Office of Bilingual Bicultural Education. California: California State Department of Education.
Genesee, F. (1984) Historical and Theoretical Foundations of Immersion Education. In California State Department of Education (Eds.) Studies on Immersion Education. A Collection for United States Educators Prepared under the direction of the Office of Bilingual Bicultural Education: California State Department of Education (pp. 32-57). California: California State Department of Education.
Lyster, R. (1998) Immersion pedagogy and implications for language teaching. In J. Cenoz and F. Genesee (eds.), Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 64-95). Clevedon, UK: Multilingual Matters.
Met, M. (1998) Curriculum decision-making in content-based language teaching. In J. Cenoz & F. Genesee (eds.). Beyond Bilingualism: multilingualism and multilingual education (pp. 35-63). Philadelphia: Multilingual Matters.
Snow, M. (1987) Immersion Teacher Handbook (Educational Report ER10). Los Angeles, CA: University of California Center for Language Education and Research. (ERIC Document Reproduction Service No. ED 291243).
Buzovsʹkyy, A. V. (2011) Dvomovna osvita u shkolakh SSHA ta Yevropy [Bilingual education in schools in the US and Europe]. Naukovyy visnyk Donbasu, 2.
Pan'kin, V. M., & Filippov A.V. (2011) Yazykovyye kontakty: kratkiy slovar' [Language contacts: Concise Dictionary] Retrieved from http://www.kniga.com/books/preview_txt.asp?sku=ebooks319531
Sytnyakivsʹka, S. M. (2013) Deyaki aspekty vprovadzhennya aktyvnykh metodiv bilinhvalʹnoho navchannya pry pidhotovtsi mahistriv iz sotsialʹnoyi pedahohiky [Some aspects of the implementation of active methods of bilingual education in the preparation of the Master of Social Pedagogy]. Zbirnyk naukovykh prats' Natsional'noyi akademiyi Derzhavnoyi prykordonnoyi sluzhby Ukrayiny im. B. Khmel'nyts'koho, 1(66), 257-269.
Voyevutko, N. Yu. (2014) Anotuvannya ta referuvannya tekstiv novohretsʹkoyu movoyu: Navchalʹnyy posibnyk-dovidnyk. [Annotation and Modern Greek language text abstracting: Manual Directory]. Mariupol', Ukraine.
Zakordonetsʹ, N. I. (2013) Realizatsiya kontseptsii dvomovnoho navchannya v protsesi vyvchennya profesiynykh dystsyplin u providnykh krayinakh Yevropy [Concept implementation bilingual education in the study of professional disciplines in the leading European countries]. Naukovi zapysky Ternopil's'koho natsional'noho pedahohichnoho universytetu imeni Volodymyra Hnatyuka. Seriya: pedahohika, 1, 108-111.
Copyright (c) 2016 Natalya Voevutko, Olena Kuligina
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)