Emergency Remote Teaching (ERT) in multilingual contexts: A Mixed Methods Case Study

This paper describes a mixed-methods case study (through intervention) conducted in a digital multilingual elementary classroom that aimed to explore strategies for facilitating remote lesson engagement and establishing inclusive pedagogy under emergency situations. The principle aim of this study was to explore to what extent the task-based language teaching (TBLT) method grounded on the migrant students’ needs analysis, and was supported by computer-assisted language learning (CALL) features that contribute to active lesson participation during emergencies, and their effect on migrant students’ social inclusion in a formal educational context. By employing qualitative and quantitative modes of inquiry, there was an attempt to provide multilingual lesson strategies implementing digital learning projects. Data was collected using observation of the actual teaching procedure, the in-depth content analysis of the learning outcome, and a survey on educators’ views regarding the emergency remote teaching procedure. Results established the most critical factors required for differentiated multilingual distance education. Overall, this mixed-methods case study strengthens the idea that the public school may operate as a mechanism for empowering the socioeconomically vulnerable population of society. This study also adds to our understanding of students’ capacity on detecting their errors and shortcomings and how they evaluate themselves, a process that increases their autonomous and critical learning ability

Migrant Children and Communities in a Transforming Europe

The overall objective of the project is to stimulate inclusion of diverse groups of migrant children by adopting child-centered approach to migrant children integration on educational and policy level. Stemming from the need to revisit the existing integration policies, the research project aims at comprehensive examination of contemporary integration processes of migrant children in order empower them. The project is problem-driven and exploratory at the same time. Its exploratory part mainly concerns child-centered approach to understanding integration challenges, migrant needs and their well-being. However, the findings of the open-ended exploratory research will be used in an explicitly problem-driven way – with an aim to stimulate migrant inclusion, to empower migrants and build their skills already within the (participatory) research

Language and Literacy Learning and the Hidden Curriculum in Multilingual Learning Settings

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Second generation of immigrant students in Greece and Italy: descrition and perspectives

The purpose of this paper is to describe the socio-cultural situation of second generation immigrant students in two neighbour countries, i.e. Greece and Italy, which have faced the migration phenomenon during the last twenty five years, like most south European countries. The paper attempts: a. to highlight the challenges and needs in order to reinforce second generation immigrant students in their school success; b. to discuss on educational policies that could help second generation immigrant students in the learning domain and in their social mobility. we must take into consideration that the second generation of immigrant students is not a single homogeneous group of young people. This paper explores commonalities and differences in two neighbour countries, i.e. Italy and Greece, in their educational policies, which seem to play significant role on the educational difficulties that the second generation of immigrant students might face during their school attendance, in order to prevent school underachievement and social disadvantage

Teachers’ Global Perceptions and Views, Practices and Needs in Multicultural Settings

Multiculturalism and globalization are common traits of western societies, and affect the way people interact and communicate. In such a context, this study comes to investigate teachers’ perceptions, practices and needs towards global and intercultural competences. This study was designed and implemented in order to shed light on major issues which are associated with the context of global competences as an umbrella term, which arose during the researchers’ participation at an Erasmus plus European project. The research took place at the region of Attica and thirteen teachers (N = 13) of reception classes—Zones of Educational Priority (ZEP)—participated in the interview. A qualitative case study followed, focusing on a specific geographic region, and the semi-structured interview tool was used. The findings of the research indicate that educators do not feel certain about the differences between global and intercultural competences. However, they consider that these competences are of great importance and they recognize the contribution of schools to their development. Regarding their practices, they mostly refer to the dialogue and discussion techniques, the role playing, and the project-based teaching. Finally, participants consider that they are not sufficiently prepared to teach global and intercultural competences. Thus, participation in relevant training programs is important

Citizenship education for unity and diversity within multicultural societies: critical policy responses within Europe

The multidimensional crisis in Greece has influenced relations between the native population and the large number of ethnic, national, cultural and religious minorities currently residing in the country. Poverty, intolerance and an increase in political extremism contribute to a grim illustration of the position of minority groups in Greece. Convinced there is a role for education in responding to this social fragmentation, and in actively supporting the development of intercultural understanding, this paper evaluates the Greek State’s approach to, understanding of, and expectations in reference overcoming divisions in society. Focusing particularly on the role of education in the development of students’ intercultural citizenship and identity, the study analysed four key documents outlining official strategies for the inclusion of minorities and the programme designed for Citizenship education. Our analysis suggests that although attempts have and are being made to improve intercultural communication, underlying these attempts is the problematic understanding underpinning Greek identity, which suggests Greece is an ethnically homogenous, mono-cultural society. The distinction between ‘Us’ and ‘Them’ which is integrated into Citizenship and intercultural education programmes could act as a counter-force to tolerance, preventing the attainment of the objectives set out in these programmes