Ifigeneia Dosi*, Eirini-Chrysovalantou Koutsipetsidou**
Democritus University of Thrace*
Queen Margaret University of Edinburgh**

The aim of the present study is twofold: (a) to examine linguistic and cognitive abilities in Greek-speaking children with Developmental Dyslexia (DD) or Developmental Language Disorder (DLD), and (b) to detect whether the performance on Sentence Repetition Task (SRT) is affected by (verbal) working memory (WM) abilities.Previous studies have indicated that children with bothDLDand DD have lower linguistic and WMabilitiesin comparison to their peers. More recent studies focus on the interaction of these two abilities, indicating that the linguistic deficit is driven by the cognitive deficit. Sentence Repetition Task (SRT) isan appropriate and reliable tool for measuring both linguistic and cognitive abilities. For this reason, we tested 30 monolingual children (with DD, DLD and non-impaired controls) by means of an SRTand a verbal working memorytask(VWMT). The results have shown that both clinical groups had lower linguistic and cognitive abilitiesthan the control group; however the DLD group show a lower performance on the SRTboth in terms of accuracy and grammaticality in comparison to the DD group.Interestingly,we found that theperformanceon the VWMT predicts the accuracy on the SRT, while lexical knowledge predicts thegrammaticalityscores in both clinical groups, albeit not in the control group.From our findings we deduce that(a) both clinical groups have impaired linguistic and cognitive abilities; however the DLD group encounters more difficulties withtheir linguistic abilities and (b) SRT measures both morphosyntactic abilitiesand WM abilities, as different predictor variables have a different impact on participants’performance.

Julia Antypa*, Angeliki Efthymiou**, Maria Mitsiaki**
Lexicographe*
Département d’Education Elémentaire Université Démocrite de Thrace**

The present paper reports on a Greek lexicographic project that introduces dictionary use in early primary school curriculum providing children with a useful workbook during their first literacy steps. What follows is a brief account of the factors taken into consideration and the decisions made in order to adjust the dictionary to its user preferences, to map linguistic information on effective illustration and to raise pedagogical interest, reducing the metalinguistic difficulties that a dictionary can convey.

Lydia Mitits
Democritus University of Thrace

The purpose of the study was to investigate the views held by teachers in Thrace, Greece with respect to their multilingual students and the teaching practices. A questionnaire (De Angelis, 2011) was used to assess teachers' beliefs about the role of prior linguistic knowledge, the teacher, the school and the family in the education of multilingual learners, as well as about their teaching practices. The effect of variables (gender, age, subject taught, teaching experience, intercultural education, and contact with languages) on teachers‟ attitudes and beliefs were examined. 60 primary and secondary school teachers, who mainly taught languages but also other school subjects, participated. They worked in an area comprising a significant number of multilingual learners with a non-Greek L1 belonging to the minority or immigrant families. Overall results suggest that teachers tend to share similar views and that the tested variables significantly affected their responses on a number of questions.

Edited by Nina Lazarević*, Tatjana Paunović* and Ljiljana Marković**
University Of Nis, SRB*
University of Belgrade, SRB**

This paper reports on how Lesson Study (LS) has been used and researched as a supporting tool in EFL teacher education at the University of Stavanger. LS has been a compulsory part of EFL teacher education courses at the University of Stavanger since 2012. All EFL student teachers are required to carry out a LS project during their group teaching practice and to write a follow-up report that includes reflective notes and a presentation to their peers. Data collected over the last four years has included recordings of supervision sessions, video-recorded lessons, focus group interviews, LS reports and student reflection notes. These were analysed using two types of content analysis: the first was where the categories emerged from the text (Krippendorf 2013), while the second used a predesigned rubric adapted from Cochran-Smith et al. (2009). The experiences and research on LS in EFL teacher education at the University of Stavanger show that, while it is challenging and demanding, the student teachers nevertheless acknowledge that it makes a positive contribution to their professional teacher development. The implications are that there are clear benefits of using LS as a supporting tool in EFL teacher education.

Maria Mitsiaki*, Iraklis Pliakis**
Democritus University of Thrace*
University of Reading**

This paper presents a cross-thematic project of Sociology and Greek Language seen under the perspective of Intercultural Education. We approached the notion of “migration” to a multicultural class of 14 3^rd Grade pupils of the Greek Senior High School (SHS) coming from Albania, Romania, Moldova and Greece. All foreign pupils have attended primary school in Greece and have good command of the Greek language. The 7-hour intercultural cross-thematic project was implemented as follows: 1. “Minorities-subcultures and diversity”, 2. “Economic migrants and political refugees: a multicultural setting”, 3. “Different migration policies”, 4 “We vs the others”: stereotypes, prejudice and racism”. The project’s effectiveness was evaluated via a) written production, b) questionnaires, and c) hypothetical condition tasks. The findings suggest that, in spite of the pupils’ initial reluctant attitude, at the end we reached an equitable interaction of the diverse cultures within the class by sharing cultural expressions through dialogue and by experiencing mutual respect.