Νεοελληνικές διαλεκτικές ποικιλίες και η διδακτική τους αξιοποίηση: η περίπτωση των Ιωαννίνων

Abstract

The aim of the present doctoral thesis is to study and describe the linguistic varieties in (several regions of) Ioannina in all core linguistic fields (phonetics/ phonology, morphology, syntax, vocabulary) and, additionally, explore the stance of the educational community (students, teachers) regarding a proposal for the integration of (geographical) linguistic varieties, i.e. dialects into the school curricula. As far as the theoretical Part (A) of the present study is concerned, it is largely an attempt to systematize the most fundamental characteristics of the linguistic variety/-ies (of different regions) of Ioannina on the basis of secondary, bibliographic sources, i.e. combining modern linguistic studies with the older (philological) scholarship. The description of the linguistic variety (of regions) of Ioannina primarily includes the stock of those linguistic characteristics that mark its differentiation from the ΚΝΕ (Common/Standard Modern Greek), along with traits that may highlight some intradialectal differentiation between different areas (if any) of this region. In Part B, which is meant as a ‘bridge’ section, there is examined the long-term position of the modern (standard) linguistic variety in the Greek as well as the Cypriot educational systems, as this results from the study of the language syllabi utilized in Greece after regime change (1974). There is also some discussion of issues connected with the benefits that arise from the utilization of (geographical) linguistic varieties in education as this becomes evident on the basis of the current literature. There is also some reference to the pedagogical value of the notion of the linguistic variety in education and, especially, its contribution to the familiarization of students with critical literacy, while, there is also some mention of the available multimodal dialectal database that could be used as a tool for the accomplishment of the target of bidialectism in the Greek educational system. Part C of the thesis is the main, research-orientated section of the thesis. It includes: 1) a sampler as well as a combined quantitative and qualitative research study in regular/ experimental senior high schools located in the following areas: a) Ioannina, b) Attica, c) Rethymno, having as its target group both male and female students in grade A (Senior High School) and 2) a quantitative and qualitative sampling research through a structured electronic questionnaire (Google Form) having as its target group secondary education (both junior and senior high schools) language/literature teachers (‘philologists’) working in the following areas: a) Ioannina, b) Attica, c) Rethymno. The aim is to ascertain the stance of both male/female students and teachers towards a proposal for the integration of (geographical) linguistic varieties in the high school curricula. There has been a thorough investigation regarding both male and female student attitudes, which was accomplished through short, model teaching in schools of the three (3) aforementioned regions, namely Ioannina, Rethymno and Attica. The teaching scenario, which was based on the principles of bidialectism, included, among others, authentic texts written by making use of features of the linguistic varieties of Ioannina and Rethymno (Crete), their rendering into KNE and finally, their audio recording. On the other hand, the use of the anonymous structured questionnaire aimed at the analysis of quantitative and qualitative data in order to draw conclusions in relation to a (comparatively assessed) attitude towards the geographical linguistic varieties (‘dialects’/‘idioms’) under examination, with an emphasis on those originating from Ioannina and Rethymno (Crete), and in addition to (the perspective of) utilizing them at school. In order to investigate the attitudes formed by high school teachers (philologists), an anonymous electronic questionnaire was distributed aiming to produce quantitative and qualitative data that would be used to draw conclusions about their stance towards dialectal student speakers (male, female), if there were any, along with the possible use of geographical linguistic varieties in class, and also regarding their opinions about the teaching of the aforementioned varieties at school. There were significant findings resulting from the comparative evaluation of the responses by male/female high school students and high school teachers (philologists), primarily on the basis of the region variable, i.e. in relation to the respective places where this research was carried out. In the context of processing data from the questionnaire responses, special emphasis was placed on the attitudes of high school students and teachers from Ioannina, as the linguistic variety of that region is the main focus of the thesis. Hence, there seems to be some deviation per geographical region in the replies of the two (2) target groups, which highlights, among others, the issue of dialectal speaker identity. The comparative assessment of the responses given by the target group shows that the male and female students that originate from the region of Ioannina appear to be positively disposed towards the integration of the dialectal varieties into the school curriculum by a marginal majority at both stages of the research (the percentage of those who opted for a «Yes» answer ranges around 50% both before and after the implementation of the teaching scenario). Hence, they stand in favor of the teaching of both varieties presented in the context of the teaching scenario and have consequently picked up the «Both» option (Cretan ‘dialect’, northern ‘idioms’/ Ioannina ‘idiom’) as an answer to the relevant question (a percentage as high as 72,5%). Even though they appear to be reserved about the perspective of the systematic teaching of dialectal texts in the context of Modern Greek language classes, they state that it is necessary for school education to sustain linguistic diversity and «eliminate linguistic racism». There are similar opinions expressed by male and female students that originate from Attica, whose attitude appears to be differentiated at both stages of the research, at least in some cases. On the contrary, students from Rethymno (Crete) have demonstrated a significantly more positive attitude towards the perspective of fully utilizing dialectal varieties in Secondary Education, both before and after the implementation of the teaching scenario (by 54,15% and 73,6%, respectively), and state that they would like to have classes on the «Cretan ‘dialect’» (a percentage as high as 56,9%) while they do not reject the alternative suggestion of a systematic study of texts written in Modern Greek dialectal varieties (‘dialects’/‘idioms’) in the context of Modern Greek Language and/or Literature classes. Finally, when students were asked to select the way they would like the dialectal varieties to be introduced to secondary education, students from all three regions selected in their vast majority the ‘Research Project’ (first year of Senior High School) as the best option. Furthermore, the stance of language/literature high school teachers (‘philologists’) towards dialectal male and female students may be deemed positive in general, with the exception of school teachers in the region of Attica, whose percentage regarding the specific question is low since they do not encounter dialectal students, according to their own assertion at least. Language/literature high school teachers (‘philologists’) from all three regions reject any kind of inhibitory action against the use of ‘dialects’/‘idioms’ on the pretext of a negative impact upon the educational and professional progress of the speakers, with school teachers from Ioannina, in particular, exhibiting the highest percentage of negative responses (76,7%). Naturally, the vast number of high school teachers participating in the research acknowledges that a ‘dialect’/an ‘idiom’ is «equivalent to (Standard) Modern Greek» (93,3% of school teachers originating from Ioannina, 83,3% of school teachers coming from Rethymno, and 86% of them being in Attica). It is also worth mentioning that a very few high school teachers from all three regions state that «a ‘dialect/an ‘idiom’ is superior to Modern Greek. Finally, high school teachers from all three regions agree that the introduction of dialectal varieties to secondary education should take place «in certain conditions», a fact that stresses their belief that such a project requires careful planning, a serious attitude in its implementation, and specific targets. Inter alia, this study corroborates the findings of previous researches and, also in addition, argues that the educational community is more mature and receptive than ever, with regard to the possibility of integrating dialectal varieties into the curricula of secondary education. The recommendations that both high school students and teachers have made about integrating dialectal varieties in the high school curricula are of major importance from a research point of view. All three (3) Parts of this doctoral thesis relate to an overarching scholarly aim, which may largely be broken down to the following three points: a) provide an essential, up-to-date description of the linguistic variety (of several regions) of Ioannina, b) highlight the ongoing dialogue - already present in the Greek and non-Greek literature - about the positive impact from the inclusion of dialectal varieties into education and, especially, into experimental education c) investigate the attitudes exhibited by the educational community towards the perspective of including dialectal varieties into school curricula in a creative way.

Η παρούσα διδακτορική διατριβή μελετά αφενός τα βασικά χαρακτηριστικά της γλωσσικής ποικιλίας (περιοχών) των Ιωαννίνων και αφετέρου τη θέση των γλωσσικών ποικιλιών (‘διαλέκτων’/‘ιδιωμάτων’) στο ελληνικό εκπαιδευτικό σύστημα. Εισηγείται τη διδακτική αξιοποίηση των γλωσσικών ποικιλιών στην εκπαίδευση, στο πλαίσιο των γλωσσικών μαθημάτων. Με βάση τις αρχές του διδιαλεκτισμού καταρτίστηκε διδακτικό σενάριο βασισμένο σε αυθεντικά κείμενα γραμμένα στη γλωσσική ποικιλία των Ιωαννίνων και του Ρεθύμνου (Κρήτης), το οποίο παρουσιάστηκε στους/στις μαθητές/-τριες της Α ́ Λυκείου Πρότυπων/Πειραματικών Σχολείων των νομών Ιωαννίνων, Ρεθύμνου, Αττικής. Σκοπός ήταν να διαπιστωθεί, μέσω ανώνυμων δομημένων ερωτηματολογίων, η αντίδραση των μαθητών/τριών των συγκεκριμένων γεωγραφικών περιοχών στη διδακτική μας πρόταση και κατ’ επέκταση να διερευνηθούν οι στάσεις τους απέναντι στο ενδεχόμενο αξιοποίησης των γλωσσικών ποικιλιών στην εκπαίδευση, τις (γεωγραφικές) γλωσσικές ποικιλίες που θα προτιμούσαν να διδαχθούν, αλλά και να προτείνουν οι ίδιοι/ίδιες τον τρόπο που θα ήθελαν να γίνει αυτό. Επιπλέον, διενεργήθηκε δειγματοληπτική έρευνα μέσω ανώνυμου ηλεκτρονικού ερωτηματολογίου (Google Form) σε εκπαιδευτικούς/φιλολόγους της Δευτεροβάθμιας Εκπαίδευσης (Γυμνασίων/Λυκείων) των παραπάνω περιοχών με στόχο να διαπιστωθούν οι στάσεις τους απένταντι στους/στις διαλεκτόφωνους/-ες μαθητές/-τριες, όπου τυχόν υπάρχουν, και γενικότερα τη χρήση και τη διδασκαλία των γλωσσικών ποικιλιών στο σχολείο. Σημαντικά ευρήματα προέκυψαν από τη συγκριτική αποτίμηση των απαντήσεων των μαθητών/- τριών και των εκπαιδευτικών/φιλολόγων σε σχέση με τη μεταβλητή του νομού όπου υλοποιήθηκε η έρευνα. Ιδιαίτερη έμφαση, κατά την επεξεργασία των απαντήσεων, αποδόθηκε στις στάσεις/θέσεις των μαθητών/-τριών και των εκπαιδευτικών του νομού Ιωαννίνων καθώς η γλωσσική ποικιλία της περιοχής αποτελεί το επίκεντρο της παρούσας διατριβής. Τα αποτελέσματα της έρευνας αποτιμώνται ως θετικά σε σχέση με τη στάση μαθητών/-τριών και εκπαιδευτικών προς τις ΝΕ διαλέκτους. Στις απαντήσεις των δύο ομάδων-στόχων παρατηρούνται αποκλίσεις ανά γεωγραφική περιοχή, γεγονός που αναδεικνύει, μεταξύ άλλων, το ζήτημα της ταυτότητας των διαλεκτόφωνων ομιλητών/-τριών. Η παρούσα έρευνα επαληθεύει βέβαια πορίσματα προγενέστερων ερευνών, παρόλα αυτά βρίσκει την εκπαιδευτική κοινότητα πιο ώριμη και δεκτική στην προοπτική της ένταξης των γλωσσικών ποικιλιών στη Δευτεροβάθμια Εκπαίδευση. Ιδιαίτερης ερευνητικής αξίας θεωρούνται οι προτάσεις που διατύπωσαν οι ίδιοι/ίδιες οι μαθητές/τριες και οι εκπαιδευτικοί στην προοπτική της ενσωμάτωσης των γλωσσικών ποικιλιών στο σχολείο.