Greek teachers’ views on linguistic and cultural diversity

Τhis paper reports on a questionnaire study investigating primary school teachers’ (N=85) attitudes and practices with regard to bilingualism in their classes. The study was conducted in three major Greek cities in 2013-14 as part of a large European Union funded project (‘Thalis’) on bilingualism and bilingual education, run by the Aristotle University of Thessaloniki. Our findings demonstrate that teachers are divided between those who are more aware of the benefits of bilingualism and adopt related practices and those who are more conservative in their views and practices. The need for continuing professional development aiming to enhance teachers’ awareness on issues connected to bilingualism cannot be overestimated

Family and school language input: Their role in bilingual children’s vocabulary development

The current paper constitutes part of a large project on bilingual acquisition and bilingual education and attempts to assess language dominance in bilingual children through questionnaires and standardized language tests. Mainly, this paper investigates the correlation between (a) language dominance as attested by answers in questionnaires that relate to amount of exposure to L1/L2 input, as well as types and context (formal/informal) of input in either language, and (b) language dominance as revealed by diagnostic verbal tests. One of the target languages is Greek, an underinvestigated language in bilingualism, and the other language is German.Results indicate complex correlations between the two types of instruments with respect to language dominance, with one of the main findings being the significance of formal education in either or both of the target languages. These results point to the importance of bilingual as opposed to monolingual literacy development for language dominance, which implies the need to support the native language of immigrant, minority group or middle class children in the school setting

Conclusion

De Pascal à Heidegger, des Pensées à Sein und Zeit, nous avons franchi un intervalle de trois siècles pour rencontrer, au cœur de la modernité comme à l’ère de la technique, le même constat angoissé de désontologisation de notre univers. Que les Pensées ne puissent être lues qu’eu égard à un projet moderne aux implications acosmiques, voilà qui, du moins nous l’espérons, relève désormais d’une évidence. L’attention pascalienne à l’hétérogénéité des ordres, le rôle reconnu à l’imagination et l..

New Migration of Families from Greece to Europe and Canada – Experiences and Interpretations of Family Members within the Context of Different Migration Societies and Educational Systems

Reihe Inklusion Bildung Migratio