Teaching L2 for Students with a Refugee/Migrant Background in Greece: Teachers' Perceptions about Reception, Integration and Multicultural Identities

Autor/inn/en	Simopoulos, Giorgos; Magos, Kostas
Titel	Teaching L2 for Students with a Refugee/Migrant Background in Greece: Teachers' Perceptions about Reception, Integration and Multicultural Identities
Quelle	In: Global Education Review, 7 (2020) 4, S.59-73 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Refugees; Second Language Learning; Second Language Instruction; Greek; Foreign Countries; Teaching Experience; Faculty Development; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Educational Practices; Social Integration; Self Concept; Student Characteristics; Student Empowerment; Cultural Awareness; Resilience (Psychology); Stereotypes; Teaching Methods; Transformative Learning; Elementary School Students; Secondary School Students; Greece + Suchen Sie Ihr Suchwort? Flüchtling; Zweitsprachenerwerb; Fremdsprachenunterricht; Grieche; Griechisch; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungspraxis; Soziale Integration; Selbstkonzept; Studienberechtigung; Cultural identity; Kulturelle Identität; Klischee; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Transformation; Sekundarschüler; Griechenland
Abstract	Refugee education has been an important challenge for the Greek educational system and for the teaching community. New supporting structures (i.e., Reception Facilities for Refugee Education [RFRE]), operating after the end of the regular school day, have been created to enable newcomers living in Refugee Accommodation Centers to learn (mainly) Greek as a second language before accessing the mainstream school program. On the other hand, refugee students living in urban locations are enrolled in mainstream classes with or without the support of parallel Reception Classes (RC). Most of the educators teaching refugee children, and particularly these working on RFREs, did not have any relevant previous experience or specialization and, at the same time, they received minimum support in training or professional development. This paper is based on a qualitative research focusing on perceptions, attitudes and practices of primary and secondary school teachers in relation to refugee students' second language learning and integration into Greek public schools. Interviews were conducted with 60 teachers in RFREs, RCs, and mainstream classes, including Intercultural Schools. Despite the difficulties they faced, many teachers seemed to move towards a positive understanding of their students' multiple identities, focusing not only on L2 acquisition and competency building, but also on empowerment and the development of a mutual intercultural understanding. Students' resilience and efforts helped their teachers deal with stereotypes about identity and otherness and reformulate their assumptions about effective teaching practices. These experiences seemed to lead some of the educators to a deeper critical reflection; they also lead to the development of teachers' intercultural competence and facilitated a "crossing borders" transformative process. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01