Abstract
This paper explores the language views and practices of postgraduate student-teachers attending a distance-learning Master’s Programme of a Greek University, entitled “Language Education for Refugees and Migrants” (LRM). Teachers and professionals working with language learners in linguistically diverse contexts make up an interesting research sample in order to explore their perceptions and practices concerning bi/multilingualism and language learning. The study was conducted through an open-ended questionnaire, delivered and completed electronically by the student-teachers of two modules of the Programme (LRM 53: Language teaching for adult refugees and migrants and LRM54: Language teaching for children with refugee and migrant background) and included open-ended questions regarding their profile, their perceptions towards bi/multilingualism and translanguaging, language use in the school context, the first language and its relation to second language learning. Taking into account the students’ sample profile, the data can provide insights into the ways student-teachers view and deal with language diversity in their classrooms. Issues of attitudes and practices towards multilingualism and language teaching are discussed in relation to students-teachers’ professional development/education. Also, through comparisons between the two groups of students of the modules, the results are expected to explore some common ground assumptions on the differences between language teaching for children and adults (in the refugee context) but also potential nuances and elements of distinctiveness in the two areas.
About the authors
Anastasia Gkaintartzi (PhD in Sociolinguistics) is an Associate Lecturer (EAP/ESP) at the University of Thessaly and a Tutor at Hellenic Open University, Greece (HOU).
Anna Mouti (Phd in Applied Linguistics) is an Associate Lecturer (EAP/ESP) at the University of Thessaly and a Tutor at Hellenic Open University, Greece (HOU).
Eleni Skourtou is a Professor of linguistic diversity in education at the University of the Aegean in Rhodes, Greece and a member of the academic committee of LRM at HOU.
Roula Tsokalidou is a Professor of sociolinguistics and language teaching at the Aristotle University of Thessaloniki and the director of LRM at Hellenic Open University (HOU).
Appendix
LRM54 & LRM53 Students’ Questionnaire (Questions indicated with an asterisk (*) are the alternatives for the Adult-oriented language teaching, provided for the LRM 53 students.)
1. Sex
Female
Male
2. What is your profession and work experience in service? (e.g. years)
3. Do you have any language teaching experience with adults refugees and migrants or with children with refugee or migrant background?
4. What is your educational background? (just degrees)
5. Do you consider yourself as bilingual? How did you become bilingual?
6. What is your competence in these languages?
7. Do you mix languages?
8. Do you have children from different backgrounds in your classroom? or Do you work with children of different backgrounds? Where do they come from?
*Do you have adult students from different backgrounds in your classroom? YES / NO Where do they come from?
9. Are these children bilingual? In which languages?
*Are these adults bilingual? YES / NO In which languages?
10. If they speak exclusively or predominately their first language at home / in the community, does it make it difficult to them to learn Greek quickly and effectively? YES / NO, Why?
11. Do you expect them to do well at Greek school despite the language difference? Yes/ No, Why?
*If they speak exclusively or predominately their first language at home / in the community, does it make it difficult to them to learn Greek quickly and effectively? YES / NO Why?
12. You might have experience with refugee / migrant children who make a good progress in the Greek school. According to your opinion, how could they make it?
*You might have experience with refugee / migrant adults who make a good progress in learning Greek. According to your opinion, how could they make it?
13. Would you allow or encourage your students to use their first language at school? If YES, where and why (e.g. playground, lessons). If NOT, why?
*Would you allow or encourage your adult students to use their first language in their Greek language classroom? If YES, why. If NOT, why?
14. You want to advise parents how to assist their children in learning the Greek language. What would you suggest: a) parents use as much Greek as possible. Why?) parents use the language they know best. Why?
*You want to advise your adult students/parents how to assist their children in learning the Greek language. What would you suggest:
(a) parents use as much Greek as possible. Why?
(b) parents use the language they know best. Why?
15. In your opinion does the knowledge of the first language have any role to play in learning Greek as a second language? Are there specific (first) languages which do so? (affect Greek language learning?)
16. As a teacher of Greek as a second language, would you utilize the students’ first languages in your teaching? If yes, in which ways? Can you give an example?
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