Abstract
This chapter presents the first findings of a pilot implementation of the use of new books and educational materials for the teaching of Literature in the three classes of public high schools. It involves six teachers from different types of schools (i.e. a school with a Muslim population, a school with a mixed population, city schools, rural schools, minority schools). The ultimate aim of the pilot application was to find out whether and how the teaching materials of the Project for the Education of the Muslim Minority in Thrace (PEM) can be used in the framework of the new curriculum to improve the school performance of Muslim pupils, their Greek-language skills and interest in literary reading.
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Notes
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The unit approach is consonant with the teaching method developed by Sloan Davis, G.S. (1991: 154). Using examples from many bilingual-education programmes, Jim Cummins highlights the importance of both thematic structured learning and unit approach as aids for the teacher (Cummins 1999: 130–131).
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Apostolidou, V., Daniil, C., Hodolidou, E. (2020). Pilot Literature Teaching in Thrace Muslim Minority. In: Skourtou, E., Kourtis-Kazoullis, V., Aravossitas, T., Trifonas, P. (eds) Language Diversity in Greece. Multilingual Education, vol 36. Springer, Cham. https://doi.org/10.1007/978-3-030-28396-4_10
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