ADULT REFUGEES LEARNING GREEK AS L2 FOR SOCIAL INCLUSION IN NON-FORMAL EDUCATIONAL SETTINGS: THE CASE OF VOLOS IMMIGRANT CENTER

Marina Mogli

Abstract


In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students’ relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.

 

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second language learning, immigrants/refugees, social inclusion

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References


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DOI: http://dx.doi.org/10.46827/ejals.v6i2.468

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