Educators' Perspectives on Translanguaging Schoolscape and Language Education for Refugee Students in Greek Educational Settings

Autor/inn/en	Karafylli, Margarita; Maligkoudi, Christina
Titel	Educators' Perspectives on Translanguaging Schoolscape and Language Education for Refugee Students in Greek Educational Settings
Quelle	In: Education Inquiry, 14 (2023) 3, S.306-335 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maligkoudi, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.2019374
Schlagwörter	Foreign Countries; Refugees; Code Switching (Language); Translation; Bilingualism; Native Language; Language Usage; Second Language Learning; Greek; Second Language Instruction; Cultural Awareness; Public School Teachers; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Informal Education; Language Teachers; Greece + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Bilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Grieche; Griechisch; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Informelle Bildung; Nichtformale Bildung; Language teacher; Sprachunterricht; Griechenland
Abstract	The past and current situation in Greece regarding the refugee crisis has created educators' need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators' employment of practices such as translanguaging and inclusion of students' L1 in the creation of linguistic signs and how they are reflected in the schoolscape. Based on photographs and interviews gathered by eleven educators in formal and non-formal education in Greek schools, we decoded translanguaging and sign-making practices by identifying a taxonomy of different functions represented by the signs, the initiative of teachers as primary sign-makers, and the promotion of teaching Greek as L2. The study suggests that incorporating students' and teachers' translingual signs and multimodal practices in learning procedures paves a promising way to designing a competent curriculum for teaching language diversity and encouraging intercultural awareness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01