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


Lydia Mitits

Abstract


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.

Keywords


Teachers’ beliefs, Multilingualism, Teaching practices.

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About this article

Title

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

Keywords

Teachers’ beliefs, Multilingualism, Teaching practices.

DOI

10.20448/journal.509.2018.51.28.36

Date

2018-01-09

Additional Links

Manuscript Submission

Journal

Journal of Education and e-Learning Research
Vol 5, No 1 (2018) Page: 28-36

Print ISSN

2518-0169

Online ISSN

2410-9991

Statistics

114 Views | 137 Downloads

Citations

0

Authors & Affiliations

Lydia Mitits
Democritus University of Thrace
Greece


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Journal of Education and e-Learning Research

Online ISSN: 2410-9991  |  Print ISSN: 2518-0169

 

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