Balkan Bilingual Fairy Tales and Educational Activities

Konstantinos Tsoumitas,Ifigeneia Vamvakidou,Petroula Ntonou

doi:10.6007/ijarbss/v9-i6/5984

Konstantinos Tsoumitas, Ifigeneia Vamvakidou + Show 1 more

Open Access

https://doi.org/10.6007/ijarbss/v9-i6/5984

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Abstract

The geographic identification of the research concerns the Balkan countries. In particular, fairy tales were documented in local research in Florinas’ borders area. The language material we present refers to Balkan languages. According to the linguists (Ivan Colovic, 2003; Paul-Louis Thomas, 2002-2003), the Serbo-Croatian language is defined as a polycentric common language, a language spoken by many peoples in different states, with recognizable linguistic variants. In linguistics the Balkan language link or Balkansprachbund refers to the name given to similarities in the grammar, syntax, vocabulary and phonology of the Balkan languages, although belonging to different branches of the Indo-European language family, such as Greek, Latin, Albanian, and Slavic languages. Methodologically, we attempt the semiotics study of translation as an approach called translation semiotics: following Tzvetan Todorov, narrative is defined as a disturbance of balance, while as a myth the material of the story, which is narrated by a text. Thus, as researchers and as readers we take on the techniques of narration, plotting and myth. The aim is to highlight the common and different patterns in the Balkan fairy tales, resulting in the translation material itself as new narratives.

Highlights

Aspects of bilingual education, cross-curricular teaching, content-based teaching and others are often seen as parts of a wider term–Content and Language Integrated Learning (CLIL)
With young learners in a primary school context, both language teachers and class/subject teachers can benefit from implementing aspects of CLIL across the curriculum and integrating non-linguistic abilities into language learning (Darn, 2009)
With the central focus on Greece’s educational system, the challenging new ideas enlisted in Psaltou-Joycey, Agathopoulou and Mattheoudakis (2014) work being implemented by enthusiastic academics and dedicated practitioners, aspire to add useful insights into the relevant issues and promote ideas and practices worthy of being further Cross-Curricular Approaches to Language Education investigated

Summary

Introduction

Cross-curricular teaching, content-based teaching and others are often seen as parts of a wider term–Content and Language Integrated Learning (CLIL). Fairy Tale (4), “The language of the animals, (Eзukъmна ж uвотните)”. Title analysis: anthropocentric and animal, mixed model, affirmative, hyphenative, metaphorical phrase.

Results

Conclusion