Dimitris Koutsogiannis,
Associated Professor in Applied Linguistics,
Department of Linguistics,
Aristotle’s University of Thessaloniki,
Thessaloniki, Greece
Vasilis Vasileiadis,
Researcher,
Division of Language and Literature,
Centre for the Greek Language,
Thessaloniki, Greece
Recontextualization: removing a fable from its natural context and converting it into pedagogical material (Bernstein 1996)
Recontextualization: removing a fable from its natural context and converting it into pedagogical material (Bernstein 1996)
(a) recontextualization of fables in printed textbooks of Greek primary and secondary education
Recontextualization: removing a fable from its natural context and converting it into pedagogical material (Bernstein 1996)
(a) recontextualization of fables in printed textbooks of Greek primary and secondary education
(b) analysis of how diverse ideological traditions concerning the teaching of different subjects may lead to equally diverse pedagogical ways of fable recontextulization
Recontextualization: removing a fable from its natural context and converting it into pedagogical material (Bernstein 1996)
(a) recontextualization of fables in printed textbooks of Greek primary and secondary education
(b) analysis of how diverse ideological traditions concerning the teaching of different subjects may lead to equally diverse pedagogical ways of fable recontextulization
(c) the recontextualization of fables in their digital context
School
Subject - Textbook
Grade
Aesop’s fables
(Perry’s Index to the Aesopica)
1st
2nd
The fox and the crow (124)
The fox and the stork
The shepherd who cried “Wolf!” in jest (210)
Language 3rd
Primary School 4th
(6 years) 5th
6th
1st + 2nd The ant and the dove (235)
Literature 3rd + 4th The lion and the boar (338)
Compulsory 5th + 6th The fisherman (13)
The crab and his mother
Education 1st
Language 2nd
3rd
Gymnasium 1st
(3 years) Literature 2nd
Junior High School 3rd
1st
The stag at the fountain (74)
The lion, Prometheus and the elephant (259)
Hermes and the woodcutter (173)
Ancient Greek 2nd
3rd
Mapping out the Aesopian fables in language and literature textbooks
School
Subject - Textbook
Grade
Aesop’s fables
(Perry’s Index to the Aesopica)
1st
2nd
The fox and the crow (124)
The fox and the stork
The shepherd who cried “Wolf!” in jest (210)
Language 3rd
Primary School 4th
(6 years) 5th
6th
1st + 2nd The ant and the dove (235)
Literature 3rd + 4th The lion and the boar (338)
Compulsory 5th + 6th The fisherman (13)
The crab and his mother
Education 1st
Language 2nd
3rd
Gymnasium 1st
(3 years) Literature 2nd
Junior High School 3rd
1st
The stag at the fountain (74)
The lion, Prometheus and the elephant (259)
Hermes and the woodcutter (173)
Ancient Greek 2nd
3rd
Mapping out the Aesopian fables in language and literature textbooks
School
Subject - Textbook
Grade
Aesop’s fables
(Perry’s Index to the Aesopica)
1st
2nd
The fox and the crow (124)
The fox and the stork
The shepherd who cried “Wolf!” in jest (210)
Language 3rd
Primary School 4th
(6 years) 5th
6th
1st + 2nd The ant and the dove (235)
Literature 3rd + 4th The lion and the boar (338)
Compulsory 5th + 6th The fisherman (13)
The crab and his mother
Education 1st
Language 2nd
3rd
Gymnasium 1st
(3 years) Literature 2nd
Junior High School 3rd
1st
The stag at the fountain (74)
The lion, Prometheus and the elephant (259)
Hermes and the woodcutter (173)
Ancient Greek 2nd
3rd
Mapping out the Aesopian fables in language and literature textbooks
School
Subject - Textbook
Grade
Aesop’s fables
(Perry’s Index to the Aesopica)
1st
2nd
The fox and the crow (124)
The fox and the stork
The shepherd who cried “Wolf!” in jest (210)
Language 3rd
Primary School 4th
(6 years) 5th
6th
1st + 2nd The ant and the dove (235)
Literature 3rd + 4th The lion and the boar (338)
Compulsory 5th + 6th The fisherman (13)
The crab and his mother
Education 1st
Language 2nd
3rd
Gymnasium 1st
(3 years) Literature 2nd
Junior High School 3rd
1st
The stag at the fountain (74)
The lion, Prometheus and the elephant (259)
Hermes and the woodcutter (173)
Ancient Greek 2nd
3rd
Mapping out the Aesopian fables in language and literature textbooks
Pedagogical recontextualization of fables in textbooks
Didactic scheme : the deepest pedagogical structure that characterizes every unit of the fable-containing textbooks
Pedagogical recontextualization of fables in textbooks
Didactic scheme : the deepest pedagogical structure that characterizes every unit of the fable-containing textbooks
The basic structure realized by the act of speaking “is an exchange in which giving implies receiving, and demanding implies giving in response”.
(Van Leeuwen, 2005: 118)
Pedagogical recontextualization of fables in textbooks
Didactic scheme : the deepest pedagogical structure that characterizes every unit of the fable-containing textbooks
Offer
(offering information)
Demand (demanding information)
Didactic scheme
(a) Modern Greek language
2nd grade of primary school
The shepherd who cried “Wolf!” in jest
[Perry 210]
(a) Modern Greek language
2nd grade of primary school
The shepherd who cried “Wolf!” in jest
[Perry 210]
(a) Modern Greek language
2nd grade of primary school
The shepherd who cried “Wolf!” in jest
[Perry 210]
Offer
(a) Modern Greek language
2nd grade of primary school
The shepherd who cried “Wolf!” in jest
[Perry 210]
2nd grade of primary school
The shepherd who cried “Wolf!” in jest
[Perry 210]
in order to narrate a fairy tale you have to…
(a) Modern Greek language
2nd grade of primary school
The shepherd who cried “Wolf!” in jest
[Perry 210]
Let all of us in the classroom invent a fairy
tale
(a) Modern Greek language
Offer (fairy tale or/and fable as examples)
Demand (write a fairy tale)
(b) Ancient Greek
1st grade of Gymnasium (Junior High School)
[7th grade of compulsory education]
The stag at the fountain [Perry 74]
(b) Ancient Greek
1st grade of Gymnasium (Junior High School)
[7th grade of compulsory education]
The stag at the fountain [Perry 74]
Introductory informative note
Fable text
commentary commentary
Vocabulary Commentary
Comprehension questions on the meaning of the fable
Ancient Greek grammar
Etymology of Modern Greek words originating from Ancient Greek
(c) Modern Greek literature
3th and 4th grades of Primary School
The lion and the boar [Perry 338]
(c) Modern Greek literature
5th and 6th grades of Primary School
The fisherman [Perry 13]
Introductory note
Fable text
3th and 4th grades of Primary School, The lion and the boar [Perry 338] (c) Modern Greek literature
Aesop’s biographical note
Biographical note of Modern Greek Writer
3th and 4th grades of Primary School, The lion and the boar [Perry 338] (c) Modern Greek literature
Demand (questions and activities)
3th and 4th grades of Primary School, The lion and the boar [Perry 338] (c) Modern Greek literature
Proposals for extensive reading
3th and 4th grades of Primary School, The lion and the boar [Perry 338] (c) Modern Greek literature
Digital School
dschool.edu.gr digitalschool.gr ebooks.edu.gr
Digital School
dschool.edu.gr digitalschool.gr ebooks.edu.gr
Digital School
Data bases contain a variety of learning resources
Digitized textbooks of the 6th grade of Primary school
Modern Greek literature
5th and 6th grades of Primary School
The fisherman [Perry 13]
The digitized version enriched with
multimodal digital material [hypertext]
Modern Greek literature
5th and 6th grades of Primary School
The fisherman [Perry 13]
The digitized version enriched with
multimodal digital material [hypertext]
Digital recontextualization of fables
Hypertext is organized on the rhetoric of departures and arrivals (Landow 1992)
Digital recontextualization of fables
Hypertext is organized on the rhetoric of departures and arrivals (Landow 1992)
The rhetoric of departures prepares readers to guess where a certain link might take them
Digital recontextualization of fables
Hypertext is organized on the rhetoric of departures and arrivals (Landow 1992)
The rhetoric of departures prepares readers to guess where a certain link might take them
The rhetoric of arrivals guides readers towards a specific site, after they have chosen and clicked on a link
Modern Greek literature
5th and 6th grades of Primary School
The fisherman [Perry 13]
The digitized version enriched with
multimodal digital material [hypertext]
Modern Greek literature 5th and 6th grades of Primary School, The fisherman [Perry 13]
Modern Greek literature 5th and 6th grades of Primary School, The fisherman [Perry 13]
3th and 4th grades of Primary School, The lion and the boar [Perry 338] Modern Greek literature
3th and 4th grades of Primary School, The lion and the boar [Perry 338] Modern Greek literature
Digital recontextualization of fables
Most departures are based on informative texts about Aesop, the fable genre or thematic approaches to the fable content. There are sites on the Greek Internet about Aesop and his fables which are confined to choosing such informative texts.
Digital recontextualization of fables
Most departures are based on informative texts about Aesop, the fable genre or thematic approaches to the fable content. There are sites on the Greek Internet about Aesop and his fables which are confined to choosing such informative texts.
Some of the departures are dictated by the fact that there are a lot of sites with visual material. Thus, there are plenty of links to photographs, digital galleries, drawings, comics, etc. that transform the digital recontextualization of fables into a highly visualized and multimodal one.
Digital recontextualization of fables
Most departures are based on informative texts about Aesop, the fable genre or thematic approaches to the fable content. There are sites on the Greek Internet about Aesop and his fables which are confined to choosing such informative texts.
Some of the departures are dictated by the fact that there are a lot of sites with visual material. Thus, there are plenty of links to photographs, digital galleries, drawings, comics, etc. that tranform the digital recontextualization of fables into a highly visualized and multimodal one.
Finally, new technologies give the possibility to make self-referential links, links that directs the users to other texts of the same or other textbooks. Thus, the distance between printed pages is minimized and the selected texts can be re-organized in various ways (not only in the one of the printed textbook).
Digital recontextualization of fables
What emerges from our brief analysis is that the digitalization of the textbooks empowered informative and illustrative aspects of the printed textbooks. In other words, the Offer of information referring to the fable, its genre and its writer is enhanced. Demand, though, is mainly limited to presenting comparable texts. The ideology already enhanced in the printed textbooks and the affordances of the Greek Internet played a decisive role in the digital / second recontextualization.
Conclusions
Conclusions
The ideology running through the teaching of each subject determines, to a great extent, the manner in which fables are pedagogically exploited.
Conclusions
The ideology running through the teaching of each subject determines, to a great extent, the manner in which fables are pedagogically exploited.
The subject of Modern Greek language Fables are transformed into parts of a purely technical approach, where the emphasis is placed on knowledge about language and, in our example, on textual structure.
Conclusions
The ideology running through the teaching of each subject determines, to a great extent, the manner in which fables are pedagogically exploited.
The subject of Modern Greek language Fables are transformed into parts of a purely technical approach, where the emphasis is placed on knowledge about language and, in our example, on textual structure.
The subject of ancient Greek language Fables provide an opportunity for highlighting the appreciated values and meanings of the ancient Greek world and the continuity of Greek language in history. They, also, provide a referential text for teaching the structures of ancient Greek language.
Conclusions
The ideology running through the teaching of each subject determines, to a great extent, the manner in which fables are pedagogically exploited.
The subject of Modern Greek language Fables are transformed into parts of a purely technical approach, where the emphasis is placed on knowledge about language and, in our example, on textual structure.
The subject of ancient Greek language Fables provide an opportunity for highlighting the appreciated values and meanings of the ancient Greek world and the continuity of Greek language in history. They, also, provide a referential text for teaching the structures of ancient Greek language.
The subject of Modern Greek literature Moral aspects, in conjunction with the importance of folk culture, are overstressed.
Conclusions
The ideology running through the teaching of each subject determines, to a great extent, the manner in which fables are pedagogically exploited.
The subject of Modern Greek language Fables are transformed into parts of a purely technical approach, where the emphasis is placed on knowledge about language and, in our example, on textual structure.
The subject of ancient Greek language Fables provide an opportunity for highlighting the appreciated values and meanings of the ancient Greek world and the continuity of Greek language in history. They, also, provide a referential text for teaching the structures of ancient Greek language.
The subject of Modern Greek literature Moral aspects, in conjunction with the importance of folk culture, are overstressed.
Textbooks’ digitization places fables in a more pleasant environment, more familiar to the children’s every day literacy practices. However, this is also an environment that favours centrifugal tendencies away from a focus on the Aesopian text itself.
The Triple (!) Recontextualization of Aesopian Fables in Modern Greek language Textbooks
This second recontextualization of fables in their new digital environment, like the first one in printed textbooks, imposes limits on another one, a third recontextualization ready to be realized daily by teachers and pupils in heterogeneous classrooms. It is obvious that the digital recontextualization imposes limits on teaching practices, but does not ensure the actual realization of the third recontextualization. The digital version of textbooks is even more challenging for teachers, as nowadays there are many more pedagogical routes available. Besides, if teachers are not careful enough, there might be a centrifugal function, which may make lessons more enjoyable but be far less relevant to the texts themselves.
Thank you for your attention
