Parents-Schools’ Communication and Albanian as a Heritage Language in Greece

Androulakis, George; Gkaintartzi, Anastasia; Κίτσιου, Ρούλα; Tsioli, Sofia

doi:10.1007/978-3-319-44694-3_1

Cited by 6 publications

(7 citation statements)

References 22 publications

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“…Creese and Blackledge 2010;Faltzi 2011;García and Wei 2014;Hua, Wei, and Jankowicz-Pytel 2020;Liu and Fang 2020), on teacher, parent and pupil identities and perspectives towards supplementary education (e.g. Androulakis et al 2018;Archer, Francis, and Mau 2009;Creese et al 2006;Gkaintartzi, Chatzidaki, and Tsokalidou 2014;Karatsareas 2018;Kirsch 2019;Liao and Larke 2008;Panagiotopoulou, Rosen, and García 2016;Sook Lee and Oxelson 2006;Strand 2007), on language provisions and pedagogy (e.g. Alexandrova-Kirova 2017;Cummins 2006;Gaiser and Hughes 2015;Pantazi 2006Pantazi , 2008Reed et al 2020;Walters 2011) and on social change and history pedagogy (Voskou 2018(Voskou , 2019(Voskou , 2021.…”

Section: Previous Studiesmentioning

confidence: 99%

Language skills in Greek-English bilingual children attending Greek supplementary schools in England

Papastergiou

Sanoudaki

2021

International Journal of Bilingual Education and Bilingualism

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Many parents in the UK enrol their children in Greek supplementary schools so the children can learn and maintain the Greek language and culture in parallel with English mainstream education. Despite fears about the effects of this heritage language (Greek) use on children's skills in the majority language (English), research on these somewhat hidden schools to date is limited and qualitative in nature. The current study is the first quantitative study which examines the effect of attending a Greek supplementary school on the vocabulary and grammar scores of Greek-English bilingual children. We administered a battery of language tests in both languages to 31 Greek-English bilingual children, aged 5-13 years, and closely looked at the participants' language history using parental questionnaires. Using multiple regression analyses we examine the relationship between relevant variables, such as language use and years in supplementary school and we find that the higher the use of Greek, the higher the scores in the Greek language tasks, although no significant relationship was detected between years in supplementary school and the development of language skills. Crucially, the use of Greek does not negatively predict scores in the English language tasks. Implications of our results and future directions are discussed.

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Section: Previous Studiesmentioning

confidence: 99%

Language skills in Greek-English bilingual children attending Greek supplementary schools in England

Papastergiou

Sanoudaki

2021

International Journal of Bilingual Education and Bilingualism

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“…Ndoci [45], for instance, reported that the production of Albanian ethnolectal phonological features in Greek is negatively stigmatized by both Greeks and Albanians. The tendency towards language shift is particularly evident in adult second-generation immigrants, i.e., HSs of Albanian, who use predominantly Greek in everyday life [44,49,50]. However, Albanian HSs seem to acknowledge their dual identity and construct complex identities (see [46,47,49]).…”

Section: Albanian As a Hl In Greecementioning

confidence: 99%

“…The tendency towards language shift is particularly evident in adult second-generation immigrants, i.e., HSs of Albanian, who use predominantly Greek in everyday life [44,49,50]. However, Albanian HSs seem to acknowledge their dual identity and construct complex identities (see [46,47,49]).…”

Section: Albanian As a Hl In Greecementioning

confidence: 99%

Acoustic Characteristics of Greek Vowels Produced by Adult Heritage Speakers of Albanian

Georgiou,

Giannakou

2024

Acoustics

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Investigating heritage language (HL)-contact effects on the dominant language has received limited attention despite its importance in understanding the dynamic interplay between linguistic systems in situations of bilingualism. This study compares the acoustic characteristics of Greek vowels produced by heritage speakers (HSs) of Albanian and monolingual Greek speakers, aiming to identify potential differences and explain them. The participants were adult second-generation HSs of Albanian with Greek as their dominant language, born and raised in Greece. A control group of age-matched monolingual Greek speakers was included for comparison purposes. All participants engaged in a controlled speech production task, with the data segmented to extract acoustic values pertaining to the first three formants and the duration of Greek vowels. Bayesian regression models were employed for the subsequent statistical analysis. The results demonstrated differences in the first three formants of certain vowels and the duration of all vowels. These differences can be attributed to the crosslinguistic effect of HL on the dominant language, as well as the interplay between the dynamic and internalized language system of the speakers and the complex effect of the sociophonetic context. These outcomes contribute to the hypothesis positing the emergence of deflected phonetic categories among a distinctive group of bilinguals, namely HSs. Furthermore, this study underscores the significance of a comprehensive exploration of the sociophonetic context of HSs for a nuanced understanding of their phonetic patterns.

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“…The research took place in preschool educational settings and did not involve any reference to gender as a decisive factor. The qualitative research of Androulakis et al (2018) explored HSC as an important aspect of PI and applies a sociolinguistic approach, focusing on the communicative and language needs of Albanian parents and the importance of bilingualism, while HSC was also approached through the teachers' perspectives in Primary Education. The research did not involve the contribution of gender to HSC.…”

Section: Importance Of the Present Researchmentioning

confidence: 99%

“…For example, Asian parents appear to be the less or the least involved parents compared to other ethnic groups or to the majority, especially when it comes to the frequency of attending school-based activities, while the same group is more active compared to other groups when it comes to home-based functions (Kim et al 2018). Also, the language barrier is another hindering factor which further disempowers minoritized groups, something apparent in empirical research (Gkaintartzi et al, 2020;Androulakis et al, 2018;Bloch & Hirsch, 2017), especially when there are no provisions of professional interpreters in schools or a shared language (Cline et al, 2014) or of social workers (Csók & Pusztai, 2022). In this context, children assume this role and become interpreters for their parents, which disrupts traditional perceptions of agency, power and control shared among parents and children (McWayne, 2019;Bloch & Hirsch, 2017).…”

Section: Home-school Communicationmentioning

confidence: 99%

Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives

Pliogou,

Tromara

2024

HJRE

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Although it is widely acknowledged that home-school communication, as an aspect of parental involvement, plays a decisive role in children’s educational and socioemotional development, while it promotes social inclusion, especially in multicultural educational settings, the topic has not been adequately explored in Greece, especially in Lower High School. We qualitatively explored teachers’ and parents’ perceptions on home-school communication. The aims of this research were to examine (1) what kind of experiences teachers and parents have from home-school communication, (2) how does gender affects the entire process, and (3) which are the practical suggestions for improvement. The results of this research are the following: different perceptions of effective home-school communication, passive parental involvement, the immigrant status, structural obstacles, cultural and linguistic language diversity, stereotypes, and gender function as obstacles against effective home-school communication. Participants highlighted that possible solutions involve regular home-school communication, home-school collaboration, holistic and flexible practices, translators, and support toward families, especially mothers.

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Parents-Schools’ Communication and Albanian as a Heritage Language in Greece

Cited by 6 publications

References 22 publications

Language skills in Greek-English bilingual children attending Greek supplementary schools in England

Language skills in Greek-English bilingual children attending Greek supplementary schools in England

Acoustic Characteristics of Greek Vowels Produced by Adult Heritage Speakers of Albanian

Home-school Communication in Greek Secondary Multicultural Educational Settings: Parents’ and Teachers’ perspectives

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