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Over the past few years, a multitude of sociopolitical, economic, and life-threatening conditions have compelled thousands of school-age children to flee their countries in search of refuge in Europe (European Commission/EACEA/Eurydice, 2019). Several European countries, including Greece, established preparatory or reception classes to facilitate the transition of newcomers to the official educational context. Nevertheless, in numerous instances, children with a migrant or refugee background, in addition to Roma students whose native language differs from the dominant one, are ultimately or concurrently integrated into mainstream classes, following a unified curriculum for all (Crul M, Lelie F, Biner Ö, Bunar N, Keskiner E, Kokkali I, Schneider J, Shuayb M. Comp Migrat Stud 7:1–20, 2019; Osler A. Intercult Edu 31:562–577, 2020). Consequently, the contemporary educational landscape is characterized by the presence of “super diverse” (Vertovec S. Ethnic Racial Stud 30:1024–1054, 2007) multilingual and multicultural learning spaces, affecting and challenging authorities’ language policies and teachers’ practices and strategies (Bunar N, Vogel D, Stock E, Grigt S, López Cuesta B. Education: hope for newcomers in Europe. Education International Research, Aachen, 2018). The chapter presents a small-scale qualitative study regarding teaching Greek as a second language to multilingual students within the official context of Primary Education in Greece. The main purpose of the study was to probe into and compare the teachers’ practices and the factors affecting the language learning process in Mainstream and Reception Classes, in Greece. Semi-structured interviews, conducted with seventeen (17) teachers, in both learning settings, were used for the data collection and thematic analysis was the method for analyzing them. More specifically the researchers focused on: (a) teaching practices, challenges, and goals, (b) educational material and linguistic choices, and, (c) relationships and classroom climate. The results indicate the necessity to re-examine the framework and the applied teaching methods for multilingual students within the official educational context of Primary Education in Greece. At the same time, the researchers pinpoint good practices and learning strategies that recognize and valorize linguistic and cultural diversity in both environments, resulting in beneficial outcomes for both students and teachers.

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Teaching Greek as a Second Language to Multilingual Students: Teachers’ Challenges, Goals and Practices in Mainstream and Reception Classes

  • 章节

  • 发表日期：

    2025年

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  • Lytrivi Foteini,
  • Papadopoulou Maria

摘要

Over the past few years, a multitude of sociopolitical, economic, and life-threatening conditions have compelled thousands of school-age children to flee their countries in search of refuge in Europe (European Commission/EACEA/Eurydice, 2019). Several European countries, including Greece, established preparatory or reception classes to facilitate the transition of newcomers to the official educational context. Nevertheless, in numerous instances, children with a migrant or refugee background, in addition to Roma students whose native language differs from the dominant one, are ultimately or concurrently integrated into mainstream classes, following a unified curriculum for all (Crul M, Lelie F, Biner Ö, Bunar N, Keskiner E, Kokkali I, Schneider J, Shuayb M. Comp Migrat Stud 7:1–20, 2019; Osler A. Intercult Edu 31:562–577, 2020). Consequently, the contemporary educational landscape is characterized by the presence of “super diverse” (Vertovec S. Ethnic Racial Stud 30:1024–1054, 2007) multilingual and multicultural learning spaces, affecting and challenging authorities’ language policies and teachers’ practices and strategies (Bunar N, Vogel D, Stock E, Grigt S, López Cuesta B. Education: hope for newcomers in Europe. Education International Research, Aachen, 2018). The chapter presents a small-scale qualitative study regarding teaching Greek as a second language to multilingual students within the official context of Primary Education in Greece. The main purpose of the study was to probe into and compare the teachers’ practices and the factors affecting the language learning process in Mainstream and Reception Classes, in Greece. Semi-structured interviews, conducted with seventeen (17) teachers, in both learning settings, were used for the data collection and thematic analysis was the method for analyzing them. More specifically the researchers focused on: (a) teaching practices, challenges, and goals, (b) educational material and linguistic choices, and, (c) relationships and classroom climate. The results indicate the necessity to re-examine the framework and the applied teaching methods for multilingual students within the official educational context of Primary Education in Greece. At the same time, the researchers pinpoint good practices and learning strategies that recognize and valorize linguistic and cultural diversity in both environments, resulting in beneficial outcomes for both students and teachers.