Dimensions of immigrant students' adaptation in the Greek schools: self-concept and coping strategies

Giavrimis, Panagiotis; Konstantinou, Eleni; Hatzichristou, Chryse

doi:10.1080/1467598032000139859

Cited by 25 publications

(23 citation statements)

References 18 publications

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“…For instance, it appears to resemble the Greek situation in many ways (see e.g. Katsikas & Politou, 1999;Giavrimis et al, 2003). Educational practice in both countries treats the diversity of "other" pupils as a type of deficiency that has to be "treated" quickly so that these children can be assimilated.…”

Section: Attempting To Answer Our Key Questionmentioning

confidence: 96%

Multicultural education in Cyprus: A pot of multicultural assimilation?

Angelides

Stylianou

Leigh

2004

Intercultural Education

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In this paper, we attempt to answer the question: "is the Cypriot educational system a melting pot of every alien civilization and a kettle of cultural assimilation that perpetuates biases, cliches, racist behaviours and cultivates the idea that the different have no place among us?" We closely examine the case of a girl from Iran in a Cypriot primary school, using naturalistic observation models of research. Through the analysis of two vignettes, we attempt to answer the question posed above. We simultaneously reflect critically on the situation of multicultural education in Cyprus, while presenting its prospects for the future.

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Section: Attempting To Answer Our Key Questionmentioning

confidence: 96%

Multicultural education in Cyprus: A pot of multicultural assimilation?

Angelides

Stylianou

Leigh

2004

Intercultural Education

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“…The corresponding legalisative procedures and the present conditions of high unemployment and increasing economic uncertainty (Fakiolas, 2003) have contributed to widespread negative opinions about immigrants (Dimakos & Tasiopoulou, 2003) and the little interest that Greeks generally show in the immigrants' own sociocultural identity and communicative habits (Demetriou, 2004;Giavrimis, Konstantinou, & Hatzichristou, 2003). This negative opinion of immigrants has resulted in strong feelings about the Greek used in the communication between Greeks and groups of foreign immigrants.…”

Section: Teaching English In Greece-efl and Eilmentioning

confidence: 99%

Changing Contexts and Shifting Paradigms in Pronunciation Teaching

Levis¹

2005

TESOL Quarterly

602

410

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ccclxiv TESOL QUARTERLY is an international professional organization for those concerned with the teaching of English as a second or foreign language and of standard English as a second dialect. TESOL's mission is to ensure excellence in English language teaching to speakers of other languages. TESOL encourages professionalism in language education; individual language rights; accessible, high quality education; collaboration in a global community; and interaction of research and reflective practice for educational improvement. Information about membership and other TESOL services is available from TESOL Central Office at the address below.TESOL Quarterly is published in March, June, September, and December. Contributions should be sent to the Editor or the appropriate Section Editors at the addresses listed in the Information for Contributors section. Publishers' representative is Paul Gibbs, Director of Publications. All material in TESOL Quarterly is copyrighted. Copying without the permission of TESOL, beyond the exemptions specified by law, is an infringement involving liability for damages.Reader Response You can respond to the ideas expressed in TESOL Quarterly by writing directly to editors and staff at tq@tesol.org. This will be a read-only service, but your opinions and ideas will be read regularly. You may comment on the topics raised in The Forum on an interactive bulletin board at http://communities.tesol.org/ϳtq. TESOL Home PageYou can find out more about TESOL services and publications by accessing the TESOL home page on the World Wide Web at http://www.tesol.org/.Advertising in all TESOL publications is arranged by Sherry Harding, TESOL Central Office, 700 South Washington Street, Suite 200, Alexandria, Virginia 22314 USA, Tel. 703-836-0774. Fax 703-836-7864. E-mail tesol@tesol.org. OFFICERS AND BOARD OF DIRECTORS 2005-2006 QUARTERLY Founded 1966Editor's Note ■ Pronunciation is perhaps the linguistic feature most open to judgment. As a surface structure phenomenon that is most noticeable, one's accent easily evokes people's biases. For the same reason, pronunciation has been the most prescriptively taught aspect of language instruction. Pedagogies for accent reduction have bordered on the pathological. The articles in this special topic issue bring a much needed research focus on social and communicative considerations in pronunciation that can lead pedagogy in constructive new directions. Relating pronunciation to issues of identity, group membership, interpersonal negotiation, and the plurality of World Englishes, they treat the topic with great intellectual rigor.John Levis's editorial introduction and the article by Tracey M. Derwing and Murray J. Munro in the opening section discuss the importance of developing a research-based approach to pronunciation and chart the paradigm shift taking place in the field. In the next section, John Field and David Deterding shift the focus from the speaker to the listener as they explore the ramifications of negotiating intelligibility. The reality of Wo...

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“…Research findings demonstrate that pupils from immigrant families, compared to native pupils, more frequently experience learning difficulties and are more likely to have low self-esteem and negative self-concept regarding school performance and ability (Giavrimis, Konstantinou, and Hatzichristou 2003). Immigrant pupils are more isolated and have less satisfactory relationships with their peers than native pupils, as reported by their teachers and their parents (Kolaitis et al 2003).…”

mentioning

confidence: 96%

Enhancing teachers’ counselling skills: student teachers’ views on a teachers’ education programme

Δόικου

Diamandidou

2011

European Journal of Teacher Education

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The purpose of this small-scale study is to investigate the outcomes of a brief teacher education programme by exploring student teachers' views. The teacher education programme aimed to provide teachers with the opportunity to develop qualities and skills that facilitate communication and to enhance teachers' competence to apply social and emotional (SEL) programmes' intervention activities in the classroom. According to student teachers' estimations, the teacher education programme provided them with new knowledge and experiences in communication and counselling, which they felt they could use in teaching practice. Besides, teachers reported that the programme enabled them to develop their self-awareness and to adopt a non-directive attitude during the implementation of SEL programme's activities.

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Dimensions of immigrant students' adaptation in the Greek schools: self-concept and coping strategies

Cited by 25 publications

References 18 publications

Multicultural education in Cyprus: A pot of multicultural assimilation?

Multicultural education in Cyprus: A pot of multicultural assimilation?

Changing Contexts and Shifting Paradigms in Pronunciation Teaching

Enhancing teachers’ counselling skills: student teachers’ views on a teachers’ education programme

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