Combined Teaching of Folk Tale and Advertisement: An Application of the Pedagogy of Multiliteracies to the Teaching of a Second Language

By Angeliki Sakellariou.

Published by The Learning Collection

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Different genres are often compared in bibliography; with regards to teaching however, each genre is usually presented isolated from the others. Aiming at studying variety, I decided to experimentally examine in class two different genre those of the advertisement and the folk tale. These particular genres have been selected because they present certain similarities: in terms of form, positive terms and repetitions are used in both of them; in terms of content, in both everything is presented as good or bad whilst the protagonists in each of them are put into trial. Besides, they both aim at altering the addressee’s behavior. The combined examination of these two genres allows us to set the following teaching aims: a) recognition and comparison of the characteristics of the two genres, b) recognition and comparison of the purpose of the two genres, c) creation of hybrids, i.e. new genres based on a synthesis of the characteristics of the folk tale and the advertisement. Two additional teaching aims are the understanding of the speaker’s viewpoint and the overall critical view of the texts under examination. To achieve these aims a three-hour lesson plan was organized that put into practice the four teaching stages proposed by the New London Group. This lesson plan was applied to two classes of foreign students that learn Modern Greek as a second language and come from marginalized groups. The entire teaching procedure is presented and discussed in this paper.

Keywords:	Folk tale, Advertisement, Multiliteracies, Genre, Hybrid, Lesson Plan

The International Journal of Learning, Volume 14, Issue 2, pp.231-238. Article: Print (Spiral Bound). Article: Electronic (PDF File; 560.941KB).

Dr. Angeliki Sakellariou

Centre for the Greek Language, Greece

Angeliki I. Sakellariou is a linguist. In 1998 she completed her Ph.D. in Semantics at the Ecole des Hautes Etudes en Sciences Sociales in Paris under the direction of professor Oswald Ducrot. She also completed a post-doc in applied linguistics. She taught linguistics at the University of Athens and the University of the Aegean for three years. She also taught Modern Greek as a foreign language to University students for several years. Since 2001 she works as a researcher at the Center for the Greek Language, Thessaloniki, Greece. Among her publications are the book The teaching of Modern Greek as a second/foreign language (Grigoris, 2000) (in Greek) and the article «Argumentation et temps grammatical: le cas du paratatikos ("passé imperfectif") du Grec Μoderne», Revue de Sémantique et Pragmatique 13: 121-139 (in French). During the last six years she works as a researcher at the Centre for the Greek Language, Thessaloniki, Greece. As part of her work there, she has designed teaching material for advanced learners of Modern Greek featuring in http://www.greek-language.gr/greekLang/modern_greek/foreign/education/word2text/index.html. Ηer interests include lexical semantics and language teaching with a special emphasis on multiliteracies.

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