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Unlocking Australia's Language Potential. Profiles of 9 Key Languages in Australia

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Unlocking Australia's Language Potential. Profiles of 9 Key Languages in Australia DOCUMENT RESUME ED 384 208 FL 022 496 AUTHOR Tamis, A. M.; And Others TITLE Unlocking Australia's Language Potential. Profiles of 9 Key Languages in Australia. Volume 8: Modern Greek. INSTITUTION Australian National Languages and Literacy Inst., Deakin. REPORT NO ISBN-1-875578-15-3 PUB DATE 93 NOTE 187p.; For related documents, see FL 022 493-497 and ED 365 111-114. PUB TYPE Information Analyses (070) Tests/Evaluation Instruments (160) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Church Related Colleges; Cultural Awareness; Cultural Education; Distance Education; Educational History; *Educational Needs; Educational Objectives; Elementary Secondary Education; Foreign Countries; *Greek; Higher Education; Immigrants; Instructional Materials; *International Trade; Language Maintenance; *Language Role; Language Teachers; Language Usage; Modern Languages; Private Schools; Regional Characteristics; Second Language Instruction; Second Language Learning; *Second Languages; Testing; Tourism; Translation; Uncommonly Taught Languages IDENTIFIERS *Australia ABSTRACT The status of modern Greek in Australian society and education are detailed in this report. Chapters include discussion of these issues: the history of modern Greek in Australia (Greek immigration and settlement, public and private domains of use, language maintenance and shift, and language quality); the functions of modern Greek in Australia (tourism and trade, international relations, interpreting and translating, and modern Greek as a sequel to the tradition of Hellenic antiquity); state and territorial policies on modern Greek at all educational levels and in all school types (preschool, elementary, secondary, postsecondary, government, distance, private, Catholic and Greek Orthodox, and ethnic); instructional issues (curriculum, instructional materials, teaching methods, classroom language use, testing, elementary and secondary student characteristics, and student motivation); linguistic, academic, and educational objectives in the teaching of Greek; the status of language instruction in the Australian territories; and the role of Greek and Greek instruction in the global context (political, economic, and scientific). A list of individuals interviewed for the report and a language attitude questionnaire are appended. Contains 119 references. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** s I S S 3 S "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED 8" -9;\cc_ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Principal author: A M Tamis Office 04 Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION Contributing author: Stathis Gatintlett CENTER (ERIC) titt.s document has been reproduced as Stavros Patrou eivo from the person or organization Romanis assistant: originating it CI Ms410f changes have been made to improve reproduction Quality Points& view or °Douala Stated in thiSdocu- ment do .)1 nCOSUrtly represent official OERI position or policy THE NATIONAL NGUAGES & ITERACY S T I TU AUSTRALIA 1 Unlocking Australia's LanguagePotential PROFILES OF 9 KEY LANGUAGES IN AUSTRALIA Volume 8: Modern Greek ,LANGUAGES LITERACY INSTITUTE' OF AUSTRALIA Canberra Si National Library of Australia Cataloguing in Publication Data Unlocking Australia's Language Potential: Profile of 9 Key Languages in Australia: Volume 8 - Modern Greek Bibliography. Includes index. ISBN 1 875578 07 2 (set) ISBN 1 875578 08 0 (v.1) ISBN 1 875578 09 9 (v.2) ISBN 1 875578 10 2 (v.3) ISBN 1 875578 11 0 (v.4) ISBN 1 875578 12 9 (v.5) ISBN 1 875578 13 7 (v.6) ISBN 1 875578 14 5 (v.7) ISBN 1 875578 15 3 (v.8) ISBN 1 875578 16 1 (v.9) 1. Language and languages - Study and teaching - Australia.2. Australia - Languages Study and teaching - Foreign speakers. I. National Languages and Literacy Institute of Australia. II. Australian Second Language Learning Program Commonwealth of Australia and NLLIA ISBN 1 875578 15 3 This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process without the written permission of the NLLIA. 418.007 The funding for this project was provided by the Australian Second Language Learning Program of the National Policy on Languages by DEET. The NLLIA also provided some funding. The views expressed here do not necessarily represent the views of the Commonwealth and the NLLIA. THE NATIONAL National Languages and Literacy Institute of Australia Limited 'LANGUAGES & Level 2, 6 Campion St, Deakin ACT 2640 Australia LITERACY INSTITUTE Tel: (06) 281 3366Fax: (06) 281 3096 OF AUSTRALIA The NLLIA The National Languages and Literacy Institute of Australia Limited (NLUA) began operations in June. 1990. The Institute is largely funded by the Federal Government and is closely linked to the implementation of policies on language and litera- cy adopted in recent years by Federal and State governments. The NLUA provides national leadership and guidance on lan- guage education issues by providing professional development activities for language lecturers, teacher trainers and teachers: a-eating and operating a database/clearing house on lan- guage education issues ark; regularly disseminating infor- mation from these: facilitating and conducting research needed to improve practice in language education: and regularly asatssing language education needs by providing advisory and consultancy services to government, unions, business and the community on relevant language issues. The NLUA consists of: A Directorate located in Canberra which is responsible for the overall management, co-ordination and policy deve'op- merit work of the Institute. The Directorate conduct the NLLIA's nationally coordinated projects which are major projects in language and literacy education with a policy focus. The Directorate also has a Business and Projects Unit in Melbourne, and Business Language Services in Adelaide. NLLIA Centres In universities across Australia include: The Language Acquisition Research Centre The Language and Society Centre The Language and Technology Centre which includes the national database of language professionals, courses and materials The Centre for Deafness and Communication Studies The Language Testing Centre The Language Testing and Curriculum Centre The Centre For Workplace Communication and Culture Document Design and Research Unit The Centre For Literacy. Culture and Language Pedagogy For further information: The National Languages & Literacy Institute of Australia Limited NLLIA Directorate Level 2, 6 Campion Street, Deakin ACT 2600 Tel: (06) 281 3366 Fax: (06) 281 3096 NLLIA Business & Projects Unit Level 3, 112 Wellington Parade, East Melbourne Vic 3002 Tel: (03) 416 2422 Fax: (03) 416 0231 THE NATIONAL LANGUAGES & LITERACY INSTITUTE OF AUSTRALIA 5 Table of Contents Preface i Steering Committee i i i Acknowledgements i i i 1.0 Executive Summary 1 2.0 Modern Greek In Australia 7 2.1.0 Immigration and Settlement of Greeks in Australia 8 2.1.1 Domains of Use of Modern Greek in Australia 14 2.1.1.1 The Domain of the Community 14 2.1.1.2 The Domain of Church 16 2.1.1.3 The Domain of Workplace 16 2.1.1.4 The Domain of Home and Family 17 2.1.1.5 The Domain of the Greek-language Media 19 2.1.2 Modern Greek Language Maintenance and Language Shift in Australia 20 2.2.0 The Quality of Modern Greek in Australia 24 3.0 The Functions of Modern Greek in Australia 30 3.1.0 A Community Language 31 3.1.1 The Acceptability of Modern Greek in Australia 32 3.2.0 A Language Other Than English 33 3.2.1 Tourism and Trade 34 3.2.2 Consular Representations 35 3.2.3 Interpreting and Translating 35 3.2.4 Health 36 3.3.0 Modern Greek as the Sequel to the Tradition of Hellenic Antiquity 37 4.1.1 State and Territories Policies on Modern Greek 39 4.1.2.1 Modern Greek in Pre-Primary Education 43 4.1.2.2 Modern Greek in Primary Education 43 4.1.3 Modern Greek in Secondary Education 49 4.1.3.1 Modern Greek in Government Schools 49 4.1.3.2 Modern Greek in Distance Education Centres 60 4.1.3.3 Modern Greek in Schools of Languages 62 4.1.3.4 Modern Greek in Greek Orthodox Independent Schools 65 4.1.3.5 Modern Greek in Independent Schools 69 4.1.3.6 Modern Greek in Catholic Schools 70 4.2.0 Greek Ethnic Schools in Australia 71 4.3 Issues in Teaching 81 4.3.1 Modern Greek Teachers in Government Schools 81 4.3.2 The Syllabus in Primary and Post-Primary Schools 85 4.3.3 Course Materials for Modern Greek 88 4.3.4 Approaches and Methods in Modern Greek Teaching 90 4.3.4.1 Language Use 92 4.3.4.2 Form of Assessment 93 4.3.5 Modern Greek Students Profile in Primary and Secondary Schools 94 4.3.6 Factors Encouraging, Discouraging Study of Modern Greek 97 4.4 Modern Greek in Higher Education 100 4.4.1 The Modern Greek Curriculum in Tertiary Education Institutions 104 4.4.1.1 Honours and Postgraduate Studies 106 4.4.2 Teaching Structures in Tertiary Institutions 108 4.4.3 Student Profile at Tertiary Institutions 111 4.4.4 Academic Staff Profile 113 4.4.5 General Objectives in the Teaching of Modern Greek 115 4.4.5.1 The Linguistic Objectives 115 4.4.5.2 The Academic Objective 116 4.4.5.3 The Vocational Objective '117 4.4.6 The Establishment and Operation of the First Greek Orthodox Tertiary Institution in Australia 118 4.5 Modern Greek in TAFE Colleges 124 4.5.1 Modern Greek in Private Language Centres 128 4.6.0 Aspects of Modern
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