Heritage language maintenance and education in the Greek sociolinguistic context: Albanian immigrant parents’ views

Gkaintartzi, Anastasia; Kiliari, Angeliki; Τσοκαλίδου, Ρούλα

doi:10.1080/2331186x.2016.1155259

Cited by 25 publications

(12 citation statements)

References 14 publications

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“…This discourse, as part of the national xenophobic discourse, aims at highlighting the risks of cultural and linguistic impurity that the nation-state runs from the very existence of the foreign others' 'suspect community'. In this context, many majority school teachers suggest that immigrant students and their parents learn Greek and use them as much as possible, even at home (Gkaintartzi et al 2016).…”

Section: The Greek National Discourse Of Xenophobia and Homogenizatiomentioning

confidence: 99%

The representations of racism in immigrant students’ essays in Greece

Archakis

2022

PRAG

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Racism as a means for accomplishing homogeneity is at the center of this study which draws on Critical Discourse Analysis and focuses on descriptions of racist behaviors included in immigrant students’ school essays. We investigate how the dominant assimilative and homogenizing discourse operates in Greece and how immigrant students position themselves towards this dominant discourse. Our analysis focuses on the ways the immigrant students of our sample construct legitimizing and hybrid resistance identities. We demonstrate that legitimizing identities are found in the vast majority of the essays of our data due to the racist behaviors experienced by immigrant people. On the other hand, the explicit description of such behaviors appears only in few essays. We argue that in these few essays, via referring to racist behaviors of majority people against them, immigrant students manage to build hybrid resistance identities.

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Section: The Greek National Discourse Of Xenophobia and Homogenizatiomentioning

confidence: 99%

The representations of racism in immigrant students’ essays in Greece

Archakis

2022

PRAG

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“…Η επισκόπηση ερευνών που αφορούν αντιλήψεις εκπαιδευτικών μετά την εθνογραφική έρευνα αναδεικνύει ότι, παρά τις θετικές στάσεις προς την συνέχιση της διγλωσσίας και την διδασκαλία των γλωσσών καταγωγής στο σχολείο, παραμένει σταθερή η αντίληψη της διγλωσσίας ως προβλήματος στη σχολική γλωσσική μάθηση των παιδιών αλλά και ως δικαιώματος αποκλειστικά των μεταναστευτικών οικογενειών (Gkaintartzi, Kiliari, & Tsokalidou, 2016• Michail & Stamou, 2009• Σκούρτου, 2012• Τσοκαλίδου, 2012.…”

Section: εκπαιδευτικοίunclassified

“…Ακόμη, συνθέτοντας ποσοτικά δεδομένα πανελλαδικής έρευνας με τα εθνογραφικά, διαφαίνεται ότι παρά τις ιδεολογικές τους διαφοροποιήσεις, οι γονείς επιθυμούν την εκμάθηση της γλώσσας καταγωγής στο σχολείο, καθώς έτσι μεταφέρεται η ευθύνη στην πολιτεία και προσδίδεται κύρος στην Aλβανική γλώσσα (Gkaintartzi et al, 2016). Η πιθανότητα παλιννόστησης λόγω της οικονομικής κρίσης προστίθεται ως παράγοντας γλωσσικής διατήρησης.…”

Section: γονείςunclassified

Αντιλήψεις Εκπαιδευτικών, Δίγλωσσων Μαθητών/Τριών Και Γονέων Μεταναστευτικής Καταγωγής Γύρω Από Τη Διγλωσσία: Μεθοδολογικά Ζητήματα Και Επανεξέταση Ερευνητικών Δεδομένων

Γκαϊνταρτζή

2018

Dial

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Στo παρόν άρθρο επιχειρείται μέσα από την παρουσίαση της εθνογραφικής έρευνας: «Ζητήματα διγλωσσίας σε παιδιά προσχολικής και σχολικής ηλικίας: Κοινωνικές και εκπαιδευτικές διαστάσεις» (Γκαϊνταρτζή, 2012) η συζήτηση μεθοδολογικών ζητημάτων και η επανεξέταση των ερευνητικών της δεδομένων υπό το πρίσμα μεταγενέστερων ερευνών. Το άρθρο εστιάζει στο ζήτημα της σχέσης της ερευνήτριας με τους/τις συμμετέχοντες/ουσες, της εμπλοκής της στο πεδίο της έρευνας και της υποκειμενικότητάς της, έτσι όπως προσεγγίστηκε στην εθνογραφική έρευνα της διδακτορικής διατριβής. Ακολουθεί η επανεξέταση και κριτική συζήτηση των ερευνητικών της δεδομένων, τα οποία αφορούν τις γλωσσικές αντιλήψεις εκπαιδευτικών, δίγλωσσων μαθητών/τριών και γονέων μεταναστευτικής καταγωγής, ενόψει μεταγενέστερων ερευνητικών δεδομένων.

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“…Especially with regard to migrant/refugee children, given that in their turbulent lives education is a basic stabilizing factor, but also a guarantee that they will actually become "more than they -already-are" affirming their "linguistic, cultural, intellectual talents and accomplishments" (Chumak-Horbatsch, 2012, p.xiii), the need for inclusive education in a safe supportive environment (Engelbrecht, Savolainen, Nel, Koskela, & Okkolin, 2017) is evident. Particularly in Greece, where thousands of migrant and refugee children (Gkaintartzi, Kiliari, & Tsokalidou, 2016; S.C.S.R.C., 2017) form a highly multilingual educational context, where people constantly shift between languages, translanguaging and negotiating their identities (Cummins, 2001), bi/multilingual education is obviously needed. Building on their existing knowledge and language resources and solidifying their sense of identity and personhood can improve their academic performance, enhancing their participation both in class and in a democratic, inclusive, equal society (Hornberger, 2004).…”

Section: Introductionmentioning

confidence: 99%

Greek as Second Language: Designing tailor made teaching material for teenagers with refugee/migrant background

Angeli

2020

ICODL

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The aim of this paper is to describe all faces of designing educational material tailored to the communicative needs of a teenager with refugee/migrant background, in order to assist her/his learning Greek as second language. Hence, this essay has two main parts: In the first part can be found the theoretical background of the importance of the learners' sociolinguistic profile as a means of identifying their personalized educational needs and the particular role of their parents as an influencing factor, along with the preconditions of an effectively designed educational material for second language learners. In the second part, a particular case is presented: First, the research data of two semistructured interviews and identity texts and the inferred sociolinguistic profile of a 14 year old refugee girl, attending the Reception Class (ZEP I) in a Greek public High School in Athens. Then, the educational material produced for a tailor-made one hour lesson, along with the reasoning of the selected content and language activities. Finally, some generalizing suggestions for further use of this educational research procedure into language teaching towards multi-lingualizing the classroom.

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Heritage language maintenance and education in the Greek sociolinguistic context: Albanian immigrant parents’ views

Cited by 25 publications

References 14 publications

The representations of racism in immigrant students’ essays in Greece

The representations of racism in immigrant students’ essays in Greece

Greek as Second Language: Designing tailor made teaching material for teenagers with refugee/migrant background

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