Raising ‘Bilingual Awareness’ in Greek Primary Schools

Τσοκαλίδου, Ρούλα

doi:10.1080/jbeb.v8.i1.pg48

Cited by 30 publications

(24 citation statements)

References 3 publications

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“…A limited number of studies, however, have focused on the importance of language maintenance of the linguistic minority students for the benefit of their cognitive and linguistic development. According to Tsokalidou (2005) teachers in Greece have not been trained and lack experience in intercultural educational approaches. Generally, not being aware of the potential benefits of multilingualism, they need to learn how to take advantage of the diverse linguistic and cultural background of their students.…”

Section: Multilingualism In Schools and In Greek Education Systemmentioning

confidence: 99%

Multilingual Students in Greek Schools: Teachers’ Views and Teaching Practices

Mitits

2018

Journal of Education and e-Learning Research

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The purpose of the study was to investigate the views held by teachers in Thrace, Greece with respect to their multilingual students and the teaching practices. A questionnaire (De Angelis, 2011) was used to assess teachers" beliefs about the role of prior linguistic knowledge, the teacher, the school and the family in the education of multilingual learners, as well as about their teaching practices. The effect of variables (gender, age, subject taught, teaching experience, intercultural education, and contact with languages) on teachers" attitudes and beliefs were examined. 60 primary and secondary school teachers, who mainly taught languages but also other school subjects, participated. They worked in an area comprising a significant number of multilingual learners with a non-Greek L1 belonging to the minority or immigrant families. Overall results suggest that teachers tend to share similar views and that the tested variables significantly affected their responses on a number of questions.

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Section: Multilingualism In Schools and In Greek Education Systemmentioning

confidence: 99%

Multilingual Students in Greek Schools: Teachers’ Views and Teaching Practices

Mitits

2018

Journal of Education and e-Learning Research

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“…So far the authorities have claimed that the reason for not introducing such a measure is the lack of interest shown by immigrant parents . Minority children's bilingualism remains largely "invisible" Tsokalidou, 2005). In fact, according to several studies (Gogonas, 2007;Skourtou, 2002), Greek teachers tend to advise parents to speak only Greek at home in order not to "confuse" the child.…”

Section: Educational Policies For Immigrant Studentsmentioning

confidence: 99%

Albanian Parents and the Greek Educational Context: Who is Willing to Fight for the Home Language?

Gkaintartzi

Chatzidaki

Τσοκαλίδου

2014

International Multilingual Research Journal

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This article examines views of Albanian immigrant parents regarding home-language maintenance in Greece. It aims to reveal language ideologies in relation to broader ideologies about schooling and education. Following a qualitative interpretative approach, we conducted semi-structured individual and group interviews with 19 parents of bilingual students. Parents express a range of ideological stances from total resistance to the dominant school monolingual ideology to passive acceptance and could be grouped into three categories: (a) the "fighters," who make a conscious claim for home-language use and education; (b) the "probilingualism" parents, who partially consent to the dominant discourse of monolingualism in the Greek school; and (c) the "indifferent" parents, who appear not to be concerned about the future of the Albanian language. Data from interviews suggest that dominant school-language attitudes and practices play an important role in shaping the language views and practices of immigrant parents.

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“…These allophones (etymologically from Ancient Greek ἄλλος, allos = other and φωνή, phone = sound) are required to function in French very rapidly and consequently begin acquiring bilingual competences immediately. Should we be labelling them speakers of other languages when they are in fact mobilising bilingual skills (Tsokalidou 2005) and developing several languages including French? How we label these children may also have an impact on learner identity, a key concept with respect to well-being, self-esteem and engagement with learning (Cummins and Early 2011).…”

Section: The Linguistic Landscape Of Strasbourg Schoolsmentioning

confidence: 99%

Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff

Young

2014

European Journal of Applied Linguistics

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In 2009 Strasbourg Council issued a call for tenders for an in-service training course aimed at nursery school assistants working in the city to enable them to better "communicate with non-French speaking children". A small team of teachers and researchers from the University of Strasbourg responded to this call, firmly believing in the pivotal role played by nursery assistants in children's language development given their close daily contact with children and their families. In this article we firstly situate Strasbourg pre-schools within the local and national context, referring to French ministerial policy documents and statistics which reflect the extent and nature of super-diversity in the region. Secondly, we describe, analyse and evaluate the content, approach and impact of this innovative course referring to qualitative data collected from course participants. Findings suggest that nursery school assistants, when empowered with knowledge about language and guided in their exploration of approaches which support language development, can help early learners to bridge the gap between home and school. A deeper appreciation of the complexities of plurilingual repertoire and multiple identity construction appear to reinforce confidence to meet the challenges of super-diversity at pre-school and strengthen nursery assistants in their role as caring professionals.Résumé: En 2009 la Communauté Urbaine de Strasbourg a lancé un appel à proposition de formation ciblant les assistantes (ATSEM) dans les écoles maternelles de la ville afin de les former à mieux "communiquer avec des enfants nonfrancophones". Des enseignantes-chercheures de l'Université de Strasbourg ont répondu à cet appel d'offre, convaincues du rôle important que jouent les ATSEM dans le développement langagier des enfants.Dans cet article nous décrivons la diversité culturelle et linguistique des écoles maternelles de la région, en nous appuyant sur des documents officiels et des statistiques. Dans un deuxième temps, nous analysons et évaluons les contenus, le déroulement et l'impact de la formation à l'aide de données qualitatives recueillies auprès des participants. A partir de ces données, nous concluons que, l'appropriation de savoirs sur le langage et les langues et de stratégies d'étayage MOUTON Brought to you by | Universitaet Giessen Authenticated Download Date | 6/18/15 5:09 PM para responder a los desafíos generados por la diversidad lingüística y cultural en preescolar. Una mejor comprensión de la noción de identidad múltiple y de la de competencia plurilingüe les permite enfrentarse mejor a retos profesionales como la negociación de las diferencias entre las culturas familiar y escolar.

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Raising ‘Bilingual Awareness’ in Greek Primary Schools

Cited by 30 publications

References 3 publications

Multilingual Students in Greek Schools: Teachers’ Views and Teaching Practices

Multilingual Students in Greek Schools: Teachers’ Views and Teaching Practices

Albanian Parents and the Greek Educational Context: Who is Willing to Fight for the Home Language?

Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff

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