Innovative and supportive strategies in bilingual education: the case of secondary education in Greece

Abstract

This paper investigates whether, in intercultural secondary schools in Greece, some specific innovative forms of bilingual education are applied and additionally examines the degree of their effectiveness. These forms refer to the use of new technologies, the use of illustration and surveillance material in recalling previous knowledge, the combination of learning the subject in conjunction with language learning, the techniques of condensing, developing or modifying texts, the use of electronic dictionaries, in use of text organizers (prologue, italics), use of conventional words, use of multimodal material, use of text organizers (prologue, italics), dramatization, role play, simulation, and finally experimentation. 130 Greek secondary teachers participated in the study. Implicative Statistical Analysis was employed for data analysis. Among the most important findings is that dramatization drives respondents to use role play and it is the role play that motivates them to use illustration and surveillance material as well as simulation. In addition, the results showed that the use of multimodal material leads to the use of a combination of learning the cognitive object in conjunction with learning the language of both illustration and supervisory material. Finally, equally important was the finding of the unambiguous relationship between experiment and pre-notation.