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Educators' perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings

Education Inquiry, 2023-07, Vol.14 (3), p.306-335 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 2022 ;2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution – Non-Commercial License http://creativecommons.org/licenses/by-nc/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2000-4508 ;EISSN: 2000-4508 ;DOI: 10.1080/20004508.2021.2019374

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Title:
Educators' perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings
Author: Karafylli, Margarita ; Maligkoudi, Christina
Subjects: Bilingualism ; Code Switching (Language) ; Computer Assisted Instruction ; Cultural Awareness ; Educational Methods ; Educational Strategies ; Elementary School Teachers ; Foreign Countries ; Greek ; Informal Education ; Language of Instruction ; Language Teachers ; Language Usage ; Native Language ; Nonformal Education ; Public School Teachers ; Refugee students ; Refugees ; schoolscape ; Second Language Instruction ; Second Language Learning ; Secondary School Teachers ; Signs ; Students ; Teacher Attitudes ; Teachers ; Teaching ; translanguaging ; Translation
Is Part Of: Education Inquiry, 2023-07, Vol.14 (3), p.306-335
Description: 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.
Publisher: Umea: Routledge
Language: English
Identifier: ISSN: 2000-4508
EISSN: 2000-4508
DOI: 10.1080/20004508.2021.2019374
Source: Education Resources Information Center (ERIC)
Taylor & Francis Open Access
Co Action Open Access Journals
Coronavirus Research Database
ProQuest Central
DOAJ Directory of Open Access Journals

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Educators' perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings

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