Poetry as a means of integration of immigrant: A project at Kalamata Second Chance School Dr. Evangelia Kylintirea1, Dr.

Georgia Gallou2
1

Greek Literacy Educator, General Lykeio of Dorio Greek Literacy Educator, Principal of Kalamata Second C ance Sc ool

Conference Strand: 5. Good Teaching Practice Key words! poetry, lifelong long learning, integration, immigrant" Abstract Second C ance Sc ool", a" a ne# yet con"ummate in"titution of lifelong education, ave developed po#erful mec ani"m" for t e integration of immigrant" in local "ociety. $ne of t eir main o%&ective" i" to provide all immigrant" #it a c ance to ac'uire t e lingui"tic de(teritie" and "ocial, multicultural facultie" nece""ary for ac ieving lingui"tic proficiency and cultural compre en"ion. ) i" #a" al"o one of t e o%&ective" of t e pro&ect *+ Poem for Every Day,-, # ic #a" developed %y a team of adult trainee" of Kalamata Second C ance Sc ool . ) eir main o%&ective #a" to produce #eekly %ooklet", eac containing "even poem", one for eac day of every #eek of t e program. Poetry con"titute", %ecau"e of it" inten"ely open "ocial c aracter t at not only allo#", %ut actively "eek" t e individual approac , an e(cellent mean" for cultivating t e value" of a multicultural "ociety. ) e trainee", Greek and immigrant" alike, approac ed poetry #it out e(clu"ion" and "tigmati.ation", t ey *conver"ed- and created #it it. Educational practice" %a"ed on t e t eorie" of reception and ae"t etic" #ere u"ed to allo# t e trainee" to develop "elf/activity! t ey c o"e t em"elve" all t e literary te(t" t ey *conver"ed- #it , " aping t u" ne# reading a%it", and created t eir o#n te(t" for t e poem". 0oreover, t roug a "erie" of creative activitie" 1creative #riting and poem recon"truction, creation of Dada poem", creation of vi"ual and multimodal te(t", a" #ell a" multimedia2, t e trainee" felt t eir attraction to kno#ledge gro#, t eir "elf/e"teem "trengt ened and t eir deci"ion to return to lifelong education reinforced. +n effort #a" made, in accordance #it t e o%&ective" of lifelong education for immigrant", to u"e 3C) a" muc a" po""i%le 1 ence t e creation of t e %log ttp!441poi ma.%log"pot.com42. La"t %ut not lea"t! t e participation of immigrant" in t e pro&ect contri%uted to t e creation of a team t at approac ed poetry #it out predetermined an"#er", only t roug t e eye" of t e %rain and t e eart5 a team t at allo#ed and, often, "oug t cultural difference and managed to render t e *ot er- into an e""ential component of *#e-.