Adult Refugees Learning Greek as L2 for Social Inclusion in Non-Formal Educational Settings: The Case of Volos Immigrant Center

Abstract

In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students’ relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0069/a.php" alt="Hit counter" /></p>