Educational Material

Educational Material for Students
Educational Material for Teachers

The VOCALECT flipbook is educational material that has been designed within the framework of our project.  The teaching material aims to inform the educational community (students and teachers) about the wealth of Greek dialects and it is the first organised effort to utilise and channel the results of a linguistic research project to the educational community. The particular aims of the educational material are: (a) to raise teachers’ and students’ awareness of the phonological features of Greek dialects of specific regions in Greece, (b) to help them identify specific phonological characteristics of particular dialects and (c) to develop their skill to recognize these dialects on the basis of their phonological features.

The material, on the basis of which all teaching scenarios have been designed, consists of audio files with linguistic varieties from six geographical regions: Ipeiros (Ioannina), Makedonia (Kozani), Thessalia (Larissa), Peloponnisos (Ileia), Attiki (Athens) and Crete (Heraklion). An important innovation of the VOCALECT educational material is the fact that it focuses on the phonological features of Greek dialects as these are perceived in spoken production. While there have been several attempts by educators to exploit the Greek dialects in order to design lesson plans and make instructional suggestions, most of them focus on the written aspect of the dialectal language and mainly on literary texts. However, reading the dialectal variety in a text, literary or otherwise, is relatively remote from its everyday oral use. Furthermore, students’ exposure to authentic auditory material is expected to trigger impulsive responses; it is exactly those reactions that we aim to address in order to help students become aware of their attitudes and beliefs.

The material consists of two interactive flipbooks (student/teacher) containing a description of the project (objectives, theoretical background, etc.), historical and geographical information of the six target regions, activities and tasks based on audio files (pages 112-123), as well as games which aim to familiarize learners with the dialectal phonological features. The teachers’ flipbook differs from that of the students in that it includes nine additional pages featuring teaching scenarios. It is important to note that these teaching scenarios focus exclusively on the presentation of information, audio and texts and on students’ practice in recognising the phonological features of each dialect. There is no focus on the production stage as students are not expected or trained to produce or adopt those features.