Child development spans multiple domains (physical, cognitive, social, emotional, and linguistic) and is shaped by both individual and environmental factors. While social environmental factors have been extensively studied, little attention has been given to the impact of the natural environment on child development – particularly on children’s language development. This presentation argues that the need for such a discussion is now urgent, given the climate crisis and the degradation of the natural environment in Greece and the wider Mediterranean region. Moreover, both the UNESCO Sustainable Development Goals and the United Nations Convention on the Rights of the Child (1989) recognize the relationship between the natural environment and child development as being of crucial importance.
This presentation will focus on the similarities and differences observed among children who have Greek as a first or as a second language in the classroom, as well as on ways in which teachers and parents can support them, particularly in the area of reading comprehension. In this context, a relatively recent approach to assessment will also be presented – dynamic assessment – which integrates evaluation, teaching/learning, and re-evaluation, and appears to offer significant benefits in the education of bilingual children.
Participation in visual arts activities can enhance a range of skills, from communication to social interaction. Creating and completing a work of art provides a sense of achievement and strengthens individuals’ confidence in their abilities. Art offers a nonverbal way to express emotions, thoughts, and one’s experience of the world – something particularly important for individuals who face difficulties with verbal expression. Visual arts can transform heightened attention to detail and sensory sensitivity into creative talents. Each autistic individual has a unique experience and perspective, and the visual arts enable every creator to express their own personal understanding of the world.
The value of visual arts activities – especially in primary education – lies in their role as a safe and creative means of expression that enhances children’s concentration, fine motor skills, and emotional regulation. Art functions as a “language without words,” fostering self-esteem and creating an environment of acceptance where there is no “right” or “wrong.” Visual arts education can support individuals on the autism spectrum by improving skills such as communication and self-confidence, while also providing a meaningful medium for expression and creativity. Art offers concrete, tangible outcomes that boost self-esteem, making use of the heightened sensitivity and attention to detail that characterize many autistic individuals.
This workshop is aimed at teachers of language subjects (Greek and foreign languages) who wish to approach their teaching from an interdisciplinary and cross-linguistic perspective, in order to enrich their instructional practice. Participants will have the opportunity to become familiar with the fascinating world of linguistics, engage with linguistic data, and discover the system and structure that underlie every language. They will also be introduced to the methods and tools used in the field of linguistics to investigate linguistic phenomena, thereby developing their analytical and synthetic thinking skills.
This lecture examines the Modern Greek verb as it is presented in both older and more recent language teaching textbooks. It identifies specific problems with terms that appear simple but prove inadequate for accurately describing the verbal system. We will explore the shortcomings of classifying “verb tenses” into present, past, and future, alongside the difficulties involved in describing distinctions of aspect (perfective and imperfective?), mood (imperative, indicative, and subjunctive?), and modality (epistemic, deontic, or other). Particular interest is also given to the gradation of relevant metalinguistic knowledge and its distribution across educational levels, as well as across levels of Greek language proficiency.
Developmental Dyslexia is a neurodevelopmental disorder characterized by difficulties in accurate and fluent reading and writing, and it is one of the most frequently diagnosed developmental disorders. A significant number of studies have attempted to investigate the causes and characteristics of dyslexia. However, dyslexia is a complex and heterogeneous condition that continues to be the subject of ongoing research discussions. This lecture presents ways of identifying and intervening, taking into account the linguistic dimensions of the disorder. Practical teaching strategies will be presented that focus on the use of audiovisual materials, as well as methods to enhance the participation and self-confidence of students with dyslexia in the classroom.
For the past five years, English has been taught in all Greek kindergartens. This change has raised many questions among parents, educators, and anyone interested in foreign language learning. Is this the right age for children to start learning English? Are they at risk of forgetting their Greek? How do we learn a foreign language? This talk aims to address some of these questions. Studies will be presented showing that, in order for substantial results to be achieved, children need much more exposure to the language than what is provided in kindergarten. However, this does not mean that teaching English in kindergarten is pointless: exposure to foreign languages and cultures from an early age can help children become familiar with the sounds and structure of a new language, thus laying the foundation for future learning. Research findings will also be discussed demonstrating that learning a foreign language at a young age does not threaten children’s development in their native language—on the contrary, children use the language they already know as a springboard. Equally important, however, is how the language is taught: children learn through play, interaction, and experiential activities. Therefore, it will be emphasized that these methods should remain at the core of English teaching in kindergarten.
This lecture defines the concept of “error” and distinguishes the types of linguistic errors or deviations recognized by linguistics. It focuses on deviations from the linguistic norm and examines the nature of such “errors,” distinguishing between scientific and non-scientific approaches. These “errors” are classified into three categories: systemic errors, usage errors, and writing errors. Each category is illustrated with examples, along with an exploration of the possible reasons behind their occurrence. The discussion also includes the phenomenon of hypercorrection and the types of deviations it produces, as well as the recent tendency toward archaization observed in the Greek language.
The seminar examines the transformation of the concept of communicative competence from the framework of traditional linguistic literacy to contemporary forms of multimodal, digital, and technological literacy. It analyzes how globalization, digitalization, and the spread of Artificial Intelligence influence communication practices, creating new demands for understanding, producing, and critically evaluating content in multimodal and human–machine environments. Particular emphasis is placed on the skills required for effective, critical, and ethical participation in communication in the digital age and the era of Artificial Intelligence.
We often hear and read that…
• Greek is deteriorating over time…
• Linguists judge which languages are “good” and which are “bad”…
• Languages spoken in non-literate societies are less complex than those spoken in literate societies…
• Linguists should determine what is correct and incorrect language use…
• Sign language is simply a system of gestures without grammatical rules…
• Borrowing harms our language…
• “Greeklish” is destroying Greek…
Are all of the above true? What does the relevant field of linguistics actually say about these and many other beliefs?
