A Multi-Method Profiling of Adult Refugees and Migrants in an L2 Non-Formal Educational Setting: Language Needs Analysis, Linguistic Portraits, and Identity Texts

Abstract

This paper will attempt to visualize adult refugees and migrants, as well as a specific multilingual and multicultural educational setting in Greece. This study aspires to depict/present the plurilingual profiles, language needs, and challenges of L2 Greek students through a variety of tools/methods, e.g., questionnaires, portraits, narratives, needs analysis, and assessment tools. In a complementary way, this research focuses on highlighting the value of language portraits, identity texts, and translanguaging in L2 Greek classrooms. Conditions regarding the educational process in the specific educational setting will also be discussed. This was a case study conducted in an open school for migrants in Greece. Eight volunteer teachers at the school and twenty students participated in this research through a multimethod research design. Multilingual profiles and learners’ needs and goals became visible, and the teachers managed to “hear” the multilingual voices of their students and understand their multilingual profiles. Overall, it is clear that these findings pave the way for large-scale research to investigate in depth everything presented in this research. Using language portraits and identity texts as group activities helps to conduct a productive discussion in the classroom, through which students gain access to the use of concepts such as “multilingualism”, “multiculturalism”, and “diversity”.

Didactic Interventions: The Voices of Adult Migrants on Second Language Teaching and Learning in a Rural Area in Chile

“…In relation to the use of the learners' first language as a pedagogical resource, this is aligned with research findings in similar contexts [18]. While there is no one-size-fits-all approach to using the L1 in L2 classrooms, there are situations where incorporating it can enhance the learning process.…”

“…Nevertheless, occasional negative aspects tied to the social context in which they are immersed may potentially impede their learning process. Kyrligkitsi and Mouti [18] mark the various requirements that lead migrants to learn the language; these are related to the discourses of the participants of this research, where the learners often perceive learning the language as a necessity rather than an opportunity, viewing it as an essential tool to fulfill basic requirements such as finding and securing employment and accessing public services. This perspective aligns with findings from other studies that emphasize the practical and survival-related motivations driving migrants to acquire a new language [83].…”

“…Ortega [17] highlights that multiple elements play a role in language acquisition, either facilitating or hindering the expected outcomes of learning a target language. In this regard, one's L1 serves as a facilitating element for comprehending meaning during the acquisition of an L2 [18][19][20]. The utilization of one's L1 in L2 instruction remains a contentious issue that is particularly emphasized in the context of teaching English as a foreign language [21,22], but some studies can also be found in the context of teaching and learning SL2 [23,24].…”

“…Generally, adult migrants are among those who face the most significant challenges when endeavoring to acquire an L2, primarily due to their diverse educational backgrounds at the onset of their language-learning journey [18]. Similarly, in accordance with the Critical Period Hypothesis [25], adults engaged in learning an L2 are considered less receptive to inputs compared to children.…”

Editorial for the Special Issue on Migration and Multilingual Education: An Intercultural Perspective

“…In a similar vein, Kyrligkitsi and Mouti [6] propose a multi-method profiling process to develop a holistic description of students with refugee and/or migrant backgrounds. This involved synthesising information from a variety of sources (questionnaires, portraits, narratives, needs analysis, and assessment tools), which documented the views of teachers and students in a non-formal education setting in Greece.…”