TEACHING GREEK AS L2 IN NON-FORMAL EDUCATIONAL SETTINGS: INVESTIGATING TEACHERS’ INTERCULTURAL COMPETENCE
DOI:
https://doi.org/10.46827/ejfl.v7i1.4647کلمات کلیدی:
intercultural competence, attitudes, instructors, Greek as L2, adult immigrants/refugeesچکیده
For immigrants/refugees, it is important to learn the language of their host country and to familiarize themselves with its culture. This is closely related to the intercultural competence not only of the immigrant/refugee students but also of their instructors. The present study attempts to examine the attitudes of instructors who teach Greek in non-formal educational settings regarding the importance of intercultural competence and the approaches they use. The findings show that, although the instructors have very positive attitudes toward intercultural competence, multiculturalism and multilingualism, in practice they do not really adopt intercultural practices.
Article visualizations:
مراجع
Androulakis G, Mastorodimou E, van Boeschoten R, 2016. Using Qualitative Methods for The Analysis of Adult Immigrants’ L2 Needs: Findings from A Research Project in Greece Focusing on School-Parents’ Communication. Irish Journal for Culture, Arts, Literature and Language 1 (1): 1-19. doi:10.21427/D72016
Arasaratnam L A, 2016. Intercultural competence. In Oxford Research Encyclopedia of Communication. https://oxfordre.com/communication/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-9780190228613-e-68. Accessed 26 November 2022
Baker W. 2011. Intercultural Awareness: Modelling an Understanding of Cultures in Intercultural Communication Through English as A Lingua Franca. Language and Intercultural Communication, 11(3) 19: 7-214. doi: 10.1080/14708477.2011.577779
Bešter R, Medvešek M, 2016. Intercultural Competence in Teachers: The Case of Teaching Roma Students. Journal of Contemporary Educational Studies 2: 26-45.
Borg S, 2018. Teachers’ Beliefs and Classroom Practices, The Routledge Handbook of Language Awareness, New York, pp 75-91
Bodycott P, 2006. Cultural Cross-Currents in Second Language Literacy Education. Intercultural Education 17 (2): 207–20. doi: 10.1080/14675980600693947
Byram M, 1997. Teaching and Assessing Intercultural Communicative Competence. Clevedon, Multilingual Matters
Canagarajah S, 2011. Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. Modern Language Journal 95 (3): 401-417. Doi: 10.1111/j.1540-4781.2011. 01207.x
Carling J, Bivand Erdal M, Ezzati R, 2014. Beyond The Insider–Outsider Divide in Migration Research. Migration Studies 2 (1): 36-54. doi: 10.1093/migration/mnt022
Colardyn D, Bjornavold J, 2004. Validation of Formal, Non-Formal and Informal Learning: Policy and Practices in EU Member States. European Journal of Education 39 (1): 69-89. doi: 10.1111/j.0141-8211.2004. 00167.x
Coombs P. H, Ahmed M, 1974. Attacking Rural Poverty: How Non-Formal Education Can Help, Baltimore, Johns Hopkins University Press
Coombs P. H, Prosser C, Ahmed M, 1973. New Paths to Learning for Rural Children and Youth, New York, International Council for Educational Development
Esser H, 2006. Migration, Language and Integration. AKI Research Review 4, Berlin, Programme on Intercultural Conflicts and Societal Integration (AKI), Social Research Center.
García O, 2009. Bilingual Education in The 21st Century: A Global Perspective, Oxford, Wiley-Blackwell
Holliday A, Hyde M, Kullman J, 2010. Intercultural Communication, New York, Routledge
Kim Y Y, 1988. Communication and Cross-Cultural Adaptation: An Integrative Theory, Clevendon, Multilingual Matters
Kim Y Y, 2017. Identity and Intercultural Communication, The International Encyclopedia of Intercultural Communication, Haboken, Wiley
Kim Y Y, Gudykunst W B, 1988. Communication and Cross-Cultural Adaptation: An Integrative Theory, Clevedon, Philadelphia, Multilingual Matters
Koyama J, 2013. Resettling Notions of Social Mobility: Locating Refugees as “Educable” And “Employable”. British Journal of Sociology of Education 34: 947-965. doi: 10.1080/01425692.2013.816033
Krupar A, Horvatek R, Byun S, 2017. Does Non Formal Education Matter? Non Formal Education, Immigration, And Skills in Canada. Adult Education Quarterly 67 (3): 186-208. doi: 10.1177/0741713617697423
Leeman Y, van Koeven E, 2019. New Immigrants. An Incentive for Intercultural Education? Education Inquiry 10 (3): 189-207. doi: 10.1080/20004508.2018.1541675
Magos K, Simopoulos G, 2009. “Do You Know Naomi?”: Researching the Intercultural Competence of Teachers Who Teach Greek as A Second Language in Immigrant Classes. Intercultural Education 20 (3): 255-265. doi: 10.1080/14675980903138616
Magos K, Margaroni M, 2018. The Importance of Educating Refugees. Global Education Review 5 (4): 1-6
Morrice L, 2016. Why Non-Formal Language Learning Can Be More Effective for Migrants. https://ec.europa.eu/epale/it/node/21165. Accessed 27 November 2022
Muñoz‐Comet J, Miyar‐Busto M, 2018. Limitations On the Human Capital Transferability of Adult Immigrants in Spain: Incentive or Barrier or A New Investment in Education? European Journal of Education 53 (4): 586-599. doi: 10.1111/ejed.12308
Non Formal Pathways in Language Teaching, 2017. N.G.O. Civis Plus. https://nonformalmethods.files.wordpress.com/2017/10/booklet-final.pdf Accessed 27 November 2022
Norton B, 2013. Identity and Language Learning: Extending The Conversation, 2nd ed, Bristol, UK, Multilingual Matters
Oranje J, Smith L F, 2017. Language Teacher Cognitions and Intercultural Language Teaching: The New Zealand Perspective. Language Teaching Research 22 (3): 310-329. doi: 10.1177/1362168817691319
Ortega L, 2009. Understanding Second Language Acquisition, London, Hodder Education
Panagiotopoulou A, Rosen L, García O, 2016. Language teachers’ ideologies in a complementary Greek school in Montreal: heteroglossia and teaching. P.P. Trifonas, T. Aravossitas (Εds.), Handbook of research and practice in heritage language education. New York, Springer International Publishing, pp 40-50
Pantazi E, 2008. Voices from The Greek Community Schools: Bilingual Pedagogy and Teachers’ Theories. Innovation in Language Learning and Teaching 2 (2): 189-205
Sifakis N C, Fay R, 2011. Integrating an ELF pedagogy in a changing world: the case of Greek state schooling. A. Archibald, A. Cogo & J. Jenkins (Eds.), Latest Trends in ELF Research. Newcastle-Upon-Tyne, Cambridge Scholars Publishing, pp 285-297
Simopoulos G, 2014. The Intercultural Competence of an Adult Educator: A Study in The Context of Teaching Greek as A Second Language [in Greek]. PhD thesis, University of Patras, Greece
Stadler-Norman S, 2011. Intercultural Competence and Its Complementary Role in Language Education. C. Pérez-Llantada & M. Watson (Eds), Specialized Languages in The Global Village: A Multi-Perspective Approach, Newcastle, UK, Cambridge Scholars Publishing, pp. 261-286
Τsiolis G, 2014. Methods and Techniques of Analysis in Qualitative Social Research [in Greek], Athens, Politeia
Wiktorin K, 2017. Inclusion of Refugees Through Non-Formal Education. Nordic Best Practice. Copenhagen: Nordic Council of Ministers. https://norden.diva-portal.org/smash/get/diva2:1155216/FULLTEXT01.pdf Accessed 28 November 2022
دانلودها
چاپ شده
شماره
نوع مقاله
مجوز
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
