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Αγάπη /Αgapi/

Iubire( Dragoste)

Miłość /Miwosc/

Sevgi

Armastus

Love

Ευτυχία /Eftyhia/

Fericire

Szczęście /Shchescie/

Mutluluk

Õnn

Happiness

Ελευθερία /Eleftheria/

Libertate

Wolność /Volnosc/

Özgürlük

Vabadus

Freedom

Περηφάνια /Perifania/

Mândrie

Duma /Duma/

Gurur

Uhkus

Pride

Ενθουσιασμός

Entuziasm

Entuzjazm /Enthusiasm/

Gayret, İstek

Entusiasm

Enthusiasm

Αποδοχή /Apodohi/

Acceptare

Akceptacja /Akceptacja/

Kabul

Vastuvõtlikkus

Acceptance

Ευγνωμοσύνη

Recunoştinţă

Wdzięczność

Minnettarlık

Tänulikkus

Gratitude

/Enthusiasm/

/Evgnomosini/

/Vdziechnosc/

Θάρρος /Tharros/

Curaj

Odwaga /Odvaga/

Cesaret

Julgus

Courage

Εντιμότητα /Entimotita/

Onestitate( Cinste)

Uczciwość /Uchcivosc/

Dürüstlük

Ausus

Honesty

Συγκίνηση /Siginisi/

A te simţi mişcat

Wzruszenie /Vzrushenie/

Duygulu

Liigutatus

Feeling moved


A MULTILINGUAL POSITIVE EMOTIONS GLOSSARY AIM Considering the important role of emotional intelligence, positive thinking and language development we will attempt to use language, ICT technology and art as a medium for developing our students´ emotional, artistic, as well as ICT skills. Our end product will be a multilingual positive emotions glossary.

OBJECTIVES Following Bloom´s taxonomy, the project´s objectives can be classified in: Cognitive:Students will be able to develop their native language and foreign language skills. Affective:a) Students will be able to value the importance of positive thinking and positive emotions. b) Students will acquire a positive stance towards the introduction of the European dimension within the school setting. c) Students will develop their self confidence and self esteem. d) Students will increase their motivation towards native as well as foreign language learning. Psycho-motor: Students will be able to: a) Draw and paint pictures reflecting specific positive emotions (Artistic skills). b) Learn how to use the PC to draw and paint pictures of positive emotions and make Powerpoint presentations (ICT skills).

Innovation and creativity The project is innovative for the following reasons: It aims at developing not only students’ linguistic and cognitive skills but also their affective skills (positive thinking, positive emotions etc) and social skills adopting cooperative learning (students have to cooperate to produce the end product) as well the interdisciplinary approach (students develop their foreign language skills through the computer or the art course) as a methodological tool. It also develops students’ creativity as it helps them draw and paint pictures of how they perceive certain positive emotions and also create their own concept maps on how they define each positive emotion. Moreover, the project develops students’ critical thinking, communication and debate skills, as students are required to speak about their perceptions, compare them with their classmates’ and also their partners’ from other European countries. Through these comparisons students learn about their partners’ perceptions, understand them and start feeling close to them, breaking barriers and


stereotypes. Through discussions on positive emotions and positive thinking, students develop a positive stance towards native and foreign language learning, as well as ICT. Integration in the school curriculum The project is easily incorporated in the native and foreign language school curriculum. By using visual or audio prompts (e.g. book photos, foreign songs in the English language course, videos etc) students are asked to discuss, draw and paint emotions. They write sentences of how they perceive positive emotions in their language as well as in English, so they develop their linguistic skills. They also use the computer to make picture frames, concept maps, paint and draw, so it easy to integrate the project within the Computer course, as well as in the art course. Role of Partner schools Each partner school’s work was clearly and precisely defined: Each teacher had to use certain audio or visual prompts to elicit the positive emotions form the students’ replies. Students discussed their perceptions, created concept maps and made a drawing of how they perceived the emotion. Then they wrote the emotion’s name in their mother tongue and in English and made sentences of how they define the emotion in both languages. The drawings were collected and put on a big poster entitled with the emotion. They were photographed and put in the project’s twinspace, so that each school could see their partner’s work, discuss and learn about it. ICT Use ICT was proved a fine psycho-pedagogic tool. Teachers and students used certain sites to locate audiovisual material (eg Youtube) to start the disussion. www.bubbl..us was used to create the concept maps, whereas www.wordle.net was used to create the beautiful word clouds. Finally, the twin space was used by teachers to exchange information, chat and discuss issues of common interest. Results and Benefits In a world that is constantly changing and feels people with stress and insecurity, positive emotions and positive thinking provides the answer for dealing with life difficulties. Students developed their linguistic and ICT skills but more importantly they learnt the importance of optimism in life. They broke stereotypes and discovered commonalities by studying the work of their partners and realised that although we have diffrent languages, we share the same emotions. They also devloped their self esteem and self awareness. Students at risk of being marginalised were able to


contribute to the project in their own pace and develop a positive stance towards language learning.


Date:______________________________ Name:______________ A MULTILINGUAL POSITIVE EMOTIONS GLOSSARY Student Evaluation Quiz A. In this project I improved (Tick as many as you like): My mother tongue skills. My foreign language (English) skills. My computer skills. My artistic skills. My communication skills. My self esteem/self confidence. Other____________________________ B. Number the positive emotions we worked with in order of difficulty to descibe, starting from the most difficult (1) and finishing with the easiest one (10). ______LOVE ______HAPPINESS ______GRATITUDE ______FEELING MOVED/TOUCHED ______ACCEPTANCE ______COURAGE ______FREEDOM ______PRIDE ______ENTHUSIASM ______HONESTY C. Our partners worked with the same positive emotions. Choose one country and one emotion and descibe it to us. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ D. Look at the joint glossary. What did you learn? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________


E. Which other emotions would you like to work with? _____________________________________________________________________ F. Answer the following questions: 1. What did you learn from the project?_____________________________________ _________________________________________________________________ 2. What will you change in your way of thinking?_____________________________ ____________________________________________________________________ 3. How will you use what you have learnt?__________________________________ ___________________________________________________________________

Thank you for your cooperation

TURKEY E-MULTILINGUAL POSITIVE EMOTIONS GLOSSARY  
TURKEY E-MULTILINGUAL POSITIVE EMOTIONS GLOSSARY  

TURKEY E-MULTILINGUAL POSITIVE EMOTIONS GLOSSARY

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