NAVIGATING LANGUAGE INSTRUCTION FOR MIGRANT AND REFUGEE YOUTH IN NON-FORMAL SETTINGS: TEACHERS’ PRACTICES AND CHALLENGES

Eleni Boronilo, Marina Mogli

Abstract


The provision of Greek language education to diverse and multilingual groups has become increasingly important, especially in light of the recent refugee crisis. This study explores the teaching strategies used in non-formal educational settings for refugee and migrant children, with a particular focus on the role of their first language (L1) and the importance of intercultural education. It also seeks to identify the challenges teachers face in these non-formal environments. Nine (9) teachers who specialize in non-formal education and teach Greek to refugee and migrant children participated in the study. The data was collected through semi-structured interviews and analyzed using thematic analysis. The findings show that teachers use a variety of teaching methods, favoring communicative and student-centered approaches. Although the importance of multicultural education and translanguaging practices was recognized, they were not fully implemented. The study also examines the challenges educators face in their teaching in these settings. These include issues like irregular attendance, cultural and practical factors, mental health problems, language barriers, and varying levels of prior education.

 

Article visualizations:

Hit counter


Keywords


non-formal education, immigrants/refugees, intercultural education, multiliteracies-multimodalities, challenges

Full Text:

PDF

References


Albudaiwi, D. (2017). Survey: Open-ended questions. In M. Allen (Ed.), The SAGE encyclopedia of communication research methods (Vol. 1, pp. 1715-1716). SAGE Publications, Inc.

Allard, A. (2006). ‘A bit of a chameleon act’: a case study of one teacher’s understandings of diversity. European Journal of Teacher Education, 29(3), 319–340. https://doi.org/10.1080/02619760600795155

Antoniadou, E., Palaiologou, N., & Karanikola, Z. (2022). Teaching refugee children: Challenges teachers face. Nastava I Vaspitanje, 71(3), 311–328. https://doi.org/10.5937/nasvas2203311a

Arvanitis, E. (2021). Educating ‘others’: Drawing on the collective wisdom of intercultural experts. British Educational Research Journal. https://doi.org/10.1002/berj.3731

Boyden, J., de Berry, J., Feeny, T., & Hart, J. (2002). Children affected by conflict in South Asia: A review of trends and issues identified through secondary research. Refugee Studies Centre, RSC Working Paper No. 7, University of Oxford. https://www.rsc.ox.ac.uk/files/files-1/dp-children-armed-conflict-south-asia.pdf

Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: a practical introduction for teachers. http://lrc.cornell.edu/rs/roms/507sp/ExtraReadings/Section0/uploads/File1235272745204/InterculturalDimensionByram.pdf

Chatzidaki, A., & Tsokalidou, R. (2021). Challenges and initiatives in refugee education: The case of Greece. Cambridge Scholars Publishing.

Cope, B., & Kalantzis, M. (2016). A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan.

Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications, Inc.

Denzin, N. & Lincoln, Y. (2000). Handbook of qualitative research. Sage Publications Inc.

García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social Justice Through Multilingual Education, 140–158. https://doi.org/10.21832/9781847691910-011

García, O., & Wei, L. (2014). Language, Bilingualism and Education. Translanguaging, 46–62. https://doi.org/10.1057/9781137385765_4

García, O., Johnson, S., Seltzer, K & Valdés, G. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Journal of Immersion and Content-Based Language Education, 5(2), 300–303. https://doi.org/10.1075/jicb.5.2.08hen

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Gkaintartzi, A., & Tsokalidou, R. (2011). “She is a very good child but she doesn’t speak”: The invisibility of children’s bilingualism and teacher ideology. Journal of Pragmatics, 43(2), 588–601. https://doi.org/10.1016/j.pragma.2010.09.014

Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2014). ‘Invisible’ bilingualism – ‘invisible’ language ideologies: Greek teachers’ attitudes towards immigrant pupils’ heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418

Gubrium, J. F., & Holstein, J. A. (2001). From the individual interview to the interview society. In J. Gubrium & J. Holstein (Eds.), Handbook of Interview Research (pp. 1–31). Sage.

Hajisoteriou, C., & Angelides, P. (2016). The Globalisation of intercultural education: The politics of macro-micro integration (1st ed. 2016 ed.). Palgrave Macmillan.

Ioannidou, M., & Mitakidou, C. (2020). Research project CARE: Country report Greece (No. IKEERPT-2021-068). Aristotle University of Thessaloniki.

Kantzou, V., Manoli, P., Mouti, A., & Papadopoulou, M. V. (2017). Language education for refugees and migrants: Multiple case studies from the Greek context. Dialogoi!, 3, 18. https://doi.org/10.12681/dial.15000

Karafylli, M., & Maligkoudi, C. (2023). Educators’ perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings. Education Inquiry, 14(3), 306–335. https://doi.org/10.1080/20004508.2021.2019374

Kipouropoulou, E. (2019). Primary school teachers’ perceptions about refugee children inclusion in Greek schools: Are teachers prepared. Sino-US English Teaching, 16(6), 240-248.

Kress, G. & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Oxford University Press.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.

Magos, K., & Simopoulos, G. (2009). ‘Do you know Naomi?’: Researching the intercultural competence of teachers who teach Greek as a second language in immigrant classes. Intercultural education, 20(3), 255-265.

Maligkoudi, C., & Mammou, P. (2022). Εκπαιδευτική παρέμβαση με διαγλωσσικό χαρακτήρα σε μαθητές με προσφυγικό υπόβαθρο. Γλωσσική Διδασκαλία και Μάθηση στο Σύγχρονο Εκπαιδευτικό Περιβάλλον, σελ. 443-458 (τόμος Β) [Educational translingual intervention to students of refugee background. In the proceedings of Language Education and Learning in the Modern Learning Environment, pp. 443-458, volume B], University of Western Macedonia, Greece.

Maligkoudi, C., Tolakidou, P., & Chiona, S. (2018). "Δεν είναι διγλωσσία. Δεν υπάρχει επικοινωνία": Διερεύνηση των απόψεων Ελλήνων εκπαιδευτικών για τη διγλωσσία προσφύγων μαθητών και μαθητριών: Μελέτη περίπτωσης [“It is not bilingualism. There is no communication”: Examining Greek teachers’ views towards refugee children’s bilingualism: A case study]. Διάλογοι! Θεωρία και Πράξη στις Επιστήμες Αγωγής και Εκπαίδευσης, 4, 95-107 [in Greek]. https://doi.org/10.12681/dial.15521

Mammou, P., Maligkoudi, C., & Gogonas, N. (2022). Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy. International Multilingual Research Journal, 17(2), 139–156. https://doi.org/10.1080/19313152.2022.2151762

Mattheoudakis, M., Chatzidaki, A., & Maligkoudi, C. (2017). Greek teachers’ views on linguistic and cultural diversity. Selected Papers on Theoretical and Applied Linguistics, 22, 358-371.

McBrien, J. L. (2005). Educational needs and barriers for refugee students in the United States: A review of the literature. Review of Educational Research 75(3), 329-364.

Mitits, L. (2018). Multilingual students in Greek schools: Teachers’ views and teaching practices. Journal of Education and E-Learning Research, 5(1), 28–36. https://doi.org/10.20448/journal.509.2018.51.28.36

Mogli, M., & Magos, K. (2023). Teaching Greek as L2 in non-formal educational settings: Investigating teachers’ intercultural competence. European Journal of Foreign Language Teaching, 7(1), 48-68. http://dx.doi.org/10.46827/ejfl.v7i1.4647

Mogli, M., Kalbeni, S., & Stergiou, L. (2019). “The Teacher is not a Magician”: Teacher training in Greek reception facilities for refugee education. International E-Journal of Educational Studies, 42–55. https://doi.org/10.31458/iejes.605255

Mouti, A., Kantzou, V., & Manoli, P. (2021). Language education to refugees and asylum-seeking children in Greece in non-formal settings. In M. Mattheoudakis, E. Griva, & M. Moumtzi (Eds.), Migration and Language Education in Southern Europe (pp. 133–152). Cambridge Scholar Publishing.

Palaiologou, N., & Faas, D. (2012). How ‘intercultural’ is education in Greece? Insights from policymakers and educators. Compare: A Journal of Comparative and International Education, 42(4), 563–584. https://doi.org/10.1080/03057925.2012.658276

Palaiologou, N., Fountoulaki, G., & Liontou, M. (2019). Refugee education in Greece: Challenges, needs, and priorities in non-formal settings – An intercultural approach. In S. Peleg (Ed.), Intercultural and interfaith dialogues for global peacebuilding and stability (pp. 165–197). IGI Global.

Papalexatou, E., & Zorbas, V. (2021). Bilingual students in the public primary education context in Greece: A deterrent for the Greek educational landscape or a chance for improvement? In E. Skourtou, V. Kourtis-Kazoullis, T. Aravossitas, & P. P. Trifonas (Eds.), Language diversity in Greece: Local challenges with international implications (1st ed. 2020 ed., Vol. 36, pp. 23–37). Springer.

Papapostolou, A., Manoli, P., & Mouti, A. (2020). Challenges and needs in the context of formal language education to refugee children and adolescents in Greece. Journal of Teacher Education and Educators, 9(1), 7–22. http://files.eric.ed.gov/fulltext/EJ1254675.pdf

Papastathopoulos, S., Simopoulos, G., & Stergiou, L. (2021). Non-formal education for refugees: Moving from “Chaos” to an inclusive framework. In A. Chatzidaki & R. Tsokalidou (Eds.), Challenges and initiatives in refugee education: The case of Greece (pp. 129–145). Cambridge Scholars Publishing.

Poza, L. (2017). Translanguaging: Definitions, implications, and further needs in burgeoning inquiry. Berkeley Review of Education, 6(2). 101-128.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.

Rizakou, M. (2019). Teachers’ views on the use of multimodality as a means to enhance refugees’/migrants’ second/foreign language learning. MA dissertation, Hellenic Open University.

Simopoulos, G., & Magos, K. (2020). Teaching L2 for students with a refugee/migrant background in Greece: Teachers’ perceptions about reception, integration and multicultural identities. Global Education Review, 7 (4), 59-73.

Stathopoulou, M. G., & Dassi, P. (2020). Teaching languages to students from refugee and migrant backgrounds around Europe: Exploring difficulties and teachers’ beliefs. International Online Journal of Education and Teaching, 7(1), 60–82. http://files.eric.ed.gov/fulltext/EJ1244327.pdf

Stergiou, L., & Simopoulos, G. (2019). Meta to container. Diapolitismiki matia stin ekpaidefsi prosfygon. [After the container. An intercultural view of refugee education]. Gutenberg.

Szente, J., Hoot, J. & Taylor, D. (2006). Responding to the special needs of refugee children: Practical ideas for teachers. Early Childhood Journal 34(1), 15-20.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. https://doi.org/10.17763/haer.66.1.17370n67v22j160u

Tsiolis, G. (2018). Θεματική ανάλυση ποιοτικών δεδομένων. Στο Γ. Ζαϊμάκης (επιμ.), Ερευνητικές διαδρομές στις κοινωνικές επιστήμες. Θεωρητικές – Μεθοδολογικές συμβολές και μελέτες περίπτωσης. Πανεπιστήμιο Κρήτης – Εργαστήριο Κοινωνικής Ανάλυσης και Εφαρμοσμένης Κοινωνικής έρευνας (σσ. 97-125.) [Thematic Analysis of qualitative data. In G. Zaimakis (Ed.), Research Routes in Social Sciences. Theoretical-Methodological Contributions and Case Studies]. University of Crete, Social Analysis and Applied Social Research Laboratory (pp. 97-125) [in Greek].

Tsokalidou, R. (2017) SiDaYes! Beyond bilingualism to translanguaging. Gutenberg.

Tsokalidou, R., & Skourtou, E. (2020). Translanguaging as a culturally sustaining pedagogical approach: Bi/Multilingual educators’ perspectives. In J. A. Panagiotopoulou, L. Rosen, & J. Strzykala (Eds.), Inclusion, education and translanguaging: How to promote social justice in (teacher) education? (pp. 219–235). Springer.

Tzoraki, O. (2019). A descriptive study of the schooling and higher education reforms in response to the refugees’ influx into Greece. Social Sciences, 8(3), 72. https://doi.org/10.3390/socsci8030072

UNHCR (n.d.). Refugee statistics https://www.unrefugees.org/refugee-facts/statistics/

UNHCR Greece, n.d. https://www.unhcr.org/countries/greece




DOI: http://dx.doi.org/10.46827/ejlll.v8i2.547

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Eleni Boronilo, Marina Mogli

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2017-2023. European Journal of Literature, Language and Linguistics Studies (ISSN 2559 - 7914 / ISSN-L 2559 - 7914). All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.