JoLIE 9:1/2016


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Georgia Gavriilidou

Aristotle University of Thessaloniki


Ioanna Kopsidou

Aristotle University of Thessaloniki






This paper presents examples of how the communicative method can be applied following the task-centred teaching method. It focuses mainly on the design of graded activities for the level of the basic language user (Α1, Α2). The whole design was based on the Syllabus of the School of Modern Greek Language and it is part of the thematic unit “Everyday Life”. According to the specific programme the aim of the language teaching is for the user to communicate through simple language structures exchanging information for his/her everyday life (in productive speaking writing skills) and to take advantage of the opportunities at his/her disposal for effective communication. He/she can also communicate within the framework of simple activities which require exchange of information for familiar subjects or subjects of daily routine. He/she can describe in simple words parts of his/her immediate surroundings and of his/her daily routine. The activities were initially designed in order to include all four macro skills (Reading, Writing, Speaking and Listening). Regarding the specific communication situation the language user should:

- Understand sentences and expressions often used which concern fields of his/her immediate personal interest;

- Understand basic information concerning other people on the same subject;

- Reading: read and understand labels or different kind of signs, timetables;

- Introduce him/her and others and can ask and answer questions about personal details;

- Describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need;

- Refer to basic information about himself/herself like everyday activities, habits, hobbies and understand basic information concerning other people on the same subject;

- Write a shopping list or notes.

Working in a multilingual and multicultural environment such as a multicultural classroom, requires also the acquisition of these plurilingual and pluricultural competences. Students have to learn how to act as mediators in order to establish miscommunication in a specific situation. It can also involve non-linguistic knowledge of characteristics of other languages and cultures.


Key words: Task-based activities; Multicultural classroom; Erasmus Intensive Language Course.





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How to cite this article: Gavriilidou, G. & Kopsidou, I. (2016). Teaching a foreign/second language in a multicultural classroom: a graded proposal for the level of basic user (A1/A2 Erasmus intensive language course). Journal of Linguistic and Intercultural Education – JoLIE, 9(1), 31-46. DOI:



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