Ντίνας, Κ., Στάμου, Α., Γρίβα, Ε. & Μαρωνίτη, Κ. 2018. Τα παιδιά ‘διαβάζουν’ κριτικά τον λόγο της μαζικής κουλτούρας. Στο Ντίνας, Κ. (επιμ.). 2018. Figura in Praesentia Μελέτες αφιερωμένες στον καθηγητή Θανάση Νάκα. Εκδόσεις Πατάκη, σσ. 368-387

Popular culture has begun to be introduced as a subject in many curricula, as it is argued that it contributes to a more active involvement of students. In particular, the use of popular culture in language course can help raising students’awareness of all aspects of linguistic heterogeneity, since it draws upon the full range of available sociolinguistic resources. However, popular culture texts do not reflect sociolinguistic difference, but represent it from a certain perspective, echoing specific language ideologies. In this context, the primary educational objective of popular culture texts is to cultivate a criti­cal stance on the part of students on the representations of sociolinguistic di­versity constructed into these texts. As the new Greek Primary School Cu­r­ricula of 2011 suggest the use of various texts of popular culture from the perspective of critical literacy, we present,in this paper, a learning material of twenty units designed to develop the critical awareness of primary school students (Grades 1 and 2) about TV representations of sociolinguistic diver­sity.

Ντίνας – Στάμου – Γρίβα & Μαρωνίτη