Responding to the Challenges of Adult Refugee Language Education through Action Research

Karavas, Evdokia; Mitsikopoulou, B; Iakovou, Maria

doi:10.18848/2327-0128/cgp/v28i02/15-30

Cited by 4 publications

(3 citation statements)

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“…The evaluation of firsthand refugee stories, and wide gaps in access to appropriate language courses show the crucial need to incorporate pathways for refugees to regain or retain their valuable skills from their home countries. The book centers on the authentic needs and experiences of refugees and justifies research that may involve refugees themselves in the design of language education courses (Karavas & Mitsikopoulou, 2021). The book's powerful combination of first-person experiences, supported by a robust quantitative backbone of data, renders it highly relevant to several fields, including adult ELL curriculum and pedagogy, language loss, refugee studies, language policy and planning, economic and labor policy studies, and migration studies.…”

Section: Discussionmentioning

confidence: 99%

Full Vol 3 (2022) International Journal of Literacy, Culture, and Language Education (IJLCLE)

Coronel-Molina

Bamanger

2022

IJLCLE

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Education (IJLCLE) is an open-source peerreviewed international journal dedicated to publishing research in the field of literacy, culture, and language education from multi-inter-and transdisciplinary perspectives. Its mission is twofold: (1) to promote exchange of ideas and dissemination of research, and (2) to facilitate academic exchange between scholars from diverse fields of study worldwide. Authors are invited to submit manuscripts describing scholarly research on a wide range of topics related to language, literacy and culture in education.

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Section: Discussionmentioning

confidence: 99%

Full Vol 3 (2022) International Journal of Literacy, Culture, and Language Education (IJLCLE)

Coronel-Molina

Bamanger

2022

IJLCLE

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“…These issues could refer to lack of available hardware, software, or internet access, which manifest differently depending on several factors. In some cases, these challenges could be directly attributed to the socioeconomic conditions of local research participants, as reported by several authors [16,35,36]. Certain groups, often those considered vulnerable or isolated, are likely to possess fewer means to engage with digital activities due to a lack of access to computers and high-speed internet connections, which can be a challenge for PAR processes.…”

Section: Technological Accessibilitymentioning

confidence: 99%

Participatory Action Research Challenges Amidst the COVID-19 Pandemic: A Review and Comparison across Two European Projects

et al. 2023

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The Coronavirus Disease 2019 (COVID-19) pandemic that spread through the world in 2020 had a major effect on academia. Research projects relying on participatory methods and action research approaches were especially harmed by the restrictions and changes the situation imposed. This study performs a rapid literature review to identify common themes in the narratives of published studies concerning the difficulties of carrying-out participatory research during the COVID-19 pandemic. Perceptions and experiences of the authors of these studies are compiled and summarized. Additionally, insights and lessons learned from two projects in which the authors of this study participated are discussed and used to establish a comparison with the common challenges found in the literature. Over 90% of authors experienced challenges related to digitalization and methodological changes, 70% encountered difficulties with organizational and operational aspects of research, and over 30% felt that personal challenges, as well as issues with participatory aspects of research, were significant. On a positive note, almost 40% of authors from our sample recognize that the pandemic also brought unexpected benefits, such as a reduction in logistical expenses, and the creation of new opportunities for participation. This study adds to the growing body of literature regarding the effects of the COVID-19 pandemic on the research community. Additionally, it comments on the adaptation of participatory action research methods for added sustainability and social inclusion in the face of global crises.

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“…Language education for adult refugees and migrants in the Greek context has been examined through a variety of studies, providing information about teachers' and learners' profiles, language courses and materials, etc. (e.g., Androusou and Iakovou 2020; Chatzidaki and Tsokalidou 2021; Karavas et al 2021;Mattheoudakis et al 2021;Mogli and Papadopoulou 2018;Papadopoulou et al 2022;Kourtis-Kazoullis et al 2019), but there is quite limited research and studies regarding language and KoS requirements in the Greek context. Examples in Greece of setting differentiated language requirements will be presented, e.g., in the context of residency and citizenship, for access to the labor market and higher education.…”

Section: Language and Kos Requirementsmentioning

confidence: 99%

Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

Mouti,

Rocca

2023

Social Sciences

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Migration has almost always been accompanied by language-related processes and concerns. Integration dimensions interact with numerous language-related issues, such as language requirements and learning opportunities, and the purpose of our paper is situated in the broader field of linguistic integration of adult refugees and migrants in Greece and Italy. Greece and Italy share a double role both as host and transition countries, as two of the main EU entry points for refugees and migrants since the 2015 refugee crisis, and therefore they have been selected as two suitable cases to be further explored. This paper aims to give an overview of the language requirements and language-learning opportunities in the migration context in Greece and Italy. Through our comprehensive review of language requirements and language-learning opportunities in Greece and Italy, we have undertaken an examination of the two contexts employing a comparative approach to scrutinize the processes of linguistic integration. The information presented has shown that similar linguistic requirements are set in both countries although the use and implementation of the Knowledge of Society (KoS) tests seem to discriminate between the two contexts. The results agree with similar findings through indexes such as the Language Policy Index for Migrants (LAPIM) and the Migrant Integration Policy Index (MIPEX).

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Responding to the Challenges of Adult Refugee Language Education through Action Research

Cited by 4 publications

References 0 publications

Full Vol 3 (2022) International Journal of Literacy, Culture, and Language Education (IJLCLE)

Full Vol 3 (2022) International Journal of Literacy, Culture, and Language Education (IJLCLE)

Participatory Action Research Challenges Amidst the COVID-19 Pandemic: A Review and Comparison across Two European Projects

Linguistic Integration of Adult Migrants in Greece and Italy: Language Requirements and Learning Opportunities in L2 Greek and L2 Italian

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