Language Teachers’ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching

Panagiotopoulou, Argyro; Rosén, Lisa; Garcı́a, Ofelia

doi:10.1007/978-3-319-38893-9_26-1

Cited by 2 publications

(4 citation statements)

References 12 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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“…At the level of the school, tensions between the official l anguage p olicy a nd the teachers' attitudes towards multilingualism come to light. Like the multilingual teachers who worked in a Greek complementary school in Canada (Panagiotopoulou and Rosen 2019 in this volume; Panagiotopoulou et al 2016), the two teachers valued the children's multilingualism. Nevertheless, they adopted monolingual-oriented practices focusing mainly on Greek at school.…”

Section: Discussionmentioning

confidence: 97%

“…Nevertheless, they adopted monolingual-oriented practices focusing mainly on Greek at school. Panagiotopoulou et al (2016) explained that each of the four teachers they reported on handled the students' multilingualism in a different way, ranging from requesting monolingual performances to creating a multilingual learning environment. These teachers could be placed on a continuum of monoglossic-heteroglossic.…”

Section: Discussionmentioning

confidence: 99%

“…The dynamic language use of students and teachers was also reported by Faltzi (2011) and Hancock (2012), who investigated learning Greek and Chinese, respectively, in complementary classes in Scotland. Panagiotopoulou et al (2016) reported that the four teachers they studied in Greek complementary schools in Canada dealt with the children's multilingualism in varied ways. While some developed monolingual classroom practices, others created multilingual spaces.…”

Section: Ideologies Language Practices Views On Culture and Identitmentioning

confidence: 99%

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Teachers’, Parents’ and Children’s Perspectives of Teaching and Learning Greek in a Complementary School in Luxembourg

Kirsch

2019

Inklusion Und Bildung in Migrationsgesellschaften

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Many scholars have been interested in studying patterns of language shift or language maintenance of migrants during their diaspora. One way of sustaining the development of a home language can be the attendance of a complementary school. This paper explores the differing perspectives on teaching and learning Greek in a complementary school in multilingual Luxembourg. The participants include the two teachers of this school, the mothers of three newly migrated families, and their children. The children are multilingual and attend the Greek complementary school once a week. The data, which stem from interviews with all participants, have been analysed thematically. The findings show that the children's understanding of the purpose of attending the school and their experiences within the school, varied with age and school friendships. The teachers were aware of the children's different levels of motivation, which they associated with language competence and opportunities for socialisation. Although they valued the children's multilingualism, they did not build on this their lessons which were underpinned by a monolingual policy. While the parents had high expectations regarding competence in Greek, and enrolled their children to develop this competence, they nevertheless did not seem to perceive Greek as an educational priority. The findings of this paper encourage teachers to reflect on their language policies and teaching approaches and encourage them to capitalise on their students' heterogeneity.

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Language Teachers’ Ideologies in a Complementary Greek School in Montreal: Heteroglossia and Teaching

Cited by 2 publications

References 12 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

Teachers’, Parents’ and Children’s Perspectives of Teaching and Learning Greek in a Complementary School in Luxembourg

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