Greek teachers’ views on linguistic and cultural diversity

Marina Mattheoudakis · Aspasia Chatzidaki · Christina Maligkoudi

21 citations0/0 files storedAristotle University of Thessaloniki

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Τhis paper reports on a questionnaire study investigating primary school teachers’ (N=85) attitudes and practices with regard to bilingualism in their classes. The study was conducted in three major Greek cities in 2013-14 as part of a large European Union funded project (‘Thalis’) on bilingualism and bilingual education, run by the Aristotle University of Thessaloniki. Our findings demonstrate that teachers are divided between those who are more aware of the benefits of bilingualism and adopt related practices and those who are more conservative in their views and practices. The need for continuing professional development aiming to enhance teachers’ awareness on issues connected to bilingualism cannot be overestimated.

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References

2000Language, Power And Pedagogy: Bilingual Children in the Crossfire 1969Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development.2010Themes in the Research on Preservice Teachers’ Views of Cultural Diversity 2006“It's Not My Job”: K–12 Teacher Attitudes Toward Students' Heritage Language Maintenance 2013Unpacking teachers’ language ideologies: attitudes, beliefs, and practiced language policies in schools in Alsace, France 2014‘Invisible’ bilingualism – ‘invisible’ language ideologies: Greek teachers' attitudes towards immigrant pupils' heritage languages 2010“She is a very good child but she doesn’t speak”: The invisibility of children's bilingualism and teacher ideology 2014Albanian Parents and the Greek Educational Context: Who is Willing to Fight for the Home Language?

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2023Interculturality in Greek Education: Practices and Challenges of Implementation 2023Translanguaging as a teaching practice for linguistically diverse students

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