In this article, we present a program designed for and carried out with young children, which was based on the four-stage multiliteracies model: experiencing, conceptualizing, analyzing and applying creatively. The main purpose of the study was to develop children’s critical awareness of linguistic diversity through popular culture texts in a collaborative, creative and multimodal educational environment. The program was carried out for two school years: a) in the first school year, an intervention was implemented to 2nd grade children of a Greek primary school, and b) in the second school year, a similar intervention was applied to children of the 1st grade. In this article, we report on the results of the first school year’s intervention. The results revealed the positive impact of the program on children’s ability to easily distinguish between different types of speech styles due to geographical, age and socio-economic factors. The children understood – at least to some extent – that the texts of popular culture tend to display language diversity in a distorted and stigmatized way. The results of those implementations were very encouraging; a fact that stimulates our interest in continuing respective ventures by involving a wider sample of students and incorporating a greater range of popular culture texts.

中文翻译：

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“电视上的语言多样性”：培养儿童多语言能力的计划

在本文中，我们提出了一个针对幼儿设计并与幼儿一起执行的程序，该程序基于四个阶段的多元文化模型：体验，概念化，分析和创造性地应用。这项研究的主要目的是通过在合作，创新和多模式的教育环境中通过流行文化文本发展儿童对语言多样性的批判性认识。该计划进行了两个学年：a）在第一学年，对希腊小学的二年级儿童进行了干预，b）在第二学年，对希腊小学的儿童进行了类似的干预。一年级 在本文中，我们报告了第一学年干预的结果。结果表明，该计划对儿童由于地理，年龄和社会经济因素而易于区分不同类型的演讲风格的能力产生了积极影响。孩子们至少在某种程度上了解到，流行文化的文字倾向于以扭曲和污名化的方式展现语言的多样性。这些实施的结果令人鼓舞；通过吸引更多的学生样本并纳入更多的流行文化教科书，激发了我们对继续开展事业的兴趣。这些实施的结果令人鼓舞；通过吸引更多的学生样本并纳入更多的流行文化教科书，激发了我们对继续开展事业的兴趣。这些实施的结果令人鼓舞；通过吸引更多的学生样本并纳入更多的流行文化教科书，激发了我们对继续开展事业的兴趣。