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The present study seeks to delve into the educational practices that teachers of primary schools in Greece employ in order to teach Greek as a second language to refugee/migrant students in formal educational settings. It emphasises the importance to embrace intercultural education, the significance of utilising students’ native languages (L1s), the incorporation of multiliteracies, and non-verbal forms of communication. The study was conducted using qualitative methodology, with semi-structured interviews analysed through thematic analysis. The participants were ten primary school teachers (n = 10) who taught in formal educational settings in Greece. The results indicated that the majority of the teachers held positive views on the utilisation of students’ L1, and they were aware of principles of intercultural education; nevertheless, a full embrace of these principles was not observed. Teachers stressed the necessity of the Greek educational system to incorporate intercultural approaches and cultivate bilingualism through designed, organised, and collective actions by the whole school community and not solely and randomly by some teachers. Finally, they considered multimodality, technological means, and non-verbal forms of communication as essential in teaching multicultural classes. The findings shed light on Greek teachers’ attempt to transit from a conventional-traditional pedagogy to a participatory and interactive one.

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Teaching Greek to Refugee and Migrant Students: Primary School Teachers’ Educational Methods and Approaches

  • 章节

  • 发表日期：

    2025年

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  • Marina Mogli,
  • Styliani Goudoufa

摘要

The present study seeks to delve into the educational practices that teachers of primary schools in Greece employ in order to teach Greek as a second language to refugee/migrant students in formal educational settings. It emphasises the importance to embrace intercultural education, the significance of utilising students’ native languages (L1s), the incorporation of multiliteracies, and non-verbal forms of communication. The study was conducted using qualitative methodology, with semi-structured interviews analysed through thematic analysis. The participants were ten primary school teachers (n = 10) who taught in formal educational settings in Greece. The results indicated that the majority of the teachers held positive views on the utilisation of students’ L1, and they were aware of principles of intercultural education; nevertheless, a full embrace of these principles was not observed. Teachers stressed the necessity of the Greek educational system to incorporate intercultural approaches and cultivate bilingualism through designed, organised, and collective actions by the whole school community and not solely and randomly by some teachers. Finally, they considered multimodality, technological means, and non-verbal forms of communication as essential in teaching multicultural classes. The findings shed light on Greek teachers’ attempt to transit from a conventional-traditional pedagogy to a participatory and interactive one.