THE IMPACT OF GREEK LANGUAGE LEARNING IN IMMIGRANTS AND REFUGEES’ SOCIAL INCLUSION
Keywords:
Greek Language, Refugees, Immigrants, Social InclusionAbstract
It is actually a fact that as a country, Greece shows significant deficits in the legalization process, at the same time it is a phenomenon, because it is the only country where, until recently, unemployment was lower than that of the Greeks. Studies confirm that there is great potential for the social integration of immigrants (Al Masri, & Abu-Ayyash, 2020). Sklavou (2011) on the one hand agrees that the legalization process is absent, as there is no specific and legally protected immigration framework, on the other hand she argues that in Greece the social support of immigrants is insufficient, which often hinders their integration. As the present study is a review of the literature, in order to implement it, research articles that have been published in authoritative scientific journals or conferences, from 2000 onwards, were identified, so as to be part of the contemporary literature and research. The search for these sources has been carried out through Google Scholar, as well as through Web of Knowledge, PubMed, PsycINFO and ScienceDirect. With the identification of the first articles, an independent selection of the articles has been carried out through the examination of their titles and abstracts to exclude those studies that are out of scope. The immigration policies of different countries include different forms of integration, as many as are promoted and/or legitimized by the same society. One of them is integration when there are obstacles to smooth socialization known as insertion which is implemented by the European Union and refers mainly to vulnerable social groups. The majority of the various researches point out that the negative treatment of foreigners by the local community due to stereotypes and prejudices is a serious obstacle to the social integration of the second group (Iosiphedis, 2009). According to the overwhelming majority of the various researches, the immigration policy of the state is responsible for this attitude, which lags behind the effective action to settle the immigration and refugee issue, as the information of the citizens is insufficient, there are no actions aimed at getting to know and interaction of foreigners with the native group of the population (Papadopoulou, 2011). According to Papachristos (2011), it is of great importance to teach and carry out actions related to Human Rights because in this way respect for otherness is strengthened, solidarity is consolidated, empathy is cultivated and phenomena of racism, ethnocentrism, stereotypes and prejudices. The author suggests expanding the relevant courses in the comprehensive school curriculum. The role of the Local Government is highlighted and its cooperation with the school is sought with the aim of harmonious coexistence and interaction between the foreigners and the natives.
References
Al Masri, H., & Abu-Ayyash, E. a. S. (2020). Second language acquisition from Syrian refugees’ perspectives: Difficulties and solutions. Open Linguistics, 6(1), 372– 385. https://doi.org/10.1515/opli-2020-0025
Androusou, A., & Iakovou, M. (2020). Refugee children’s integration in Greece: training future teachers to face new educational challenges. International Journal of Early Years Education, 28(2), 162–175. https://doi.org/10.1080/09669760.2020.1765090
Askounis, N. (2006). The education of the minority in Thrace: from the margin to the perspective of social inclusion Athens: Alexandria.
Biasutti, M., Concina, E., & Frate, S. (2019). Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers. Sustainability, 11(5), 1238. https://doi.org/10.3390/su11051238
Crul, M., Lelie, F., Biner, O., Bunar, N., Keskiner, E., Kokkali, I. E., Schneider, J., & Shuayb, M. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey. Comparative Migration Studies, 7(1). https://doi.org/10.1186/s40878-018-0110-6
Cousin, G. (2009). Researching Learning in Higher Education: An Introduction to contemporary Methods and Approaches. Routledge: SEDA.
Damanakis, M. (2007). Identities and Diaspora Education: Intercultural Pedagogy. Athens: Gutenberg.
Griva EA, Stamou A. (2014) Researching bilingualism in the school environment. Thessaloniki: Despina Kyriakidis.
Govaris, H. (Ed.). (2013). Teaching and Learning in the Intercultural School. Athens: Gutenberg.
Iosifidis, Th. (2009). Social capital and immigrant integration: Immigrants from Albania and expatriates from the former USSR. In: A. Kontis (Ed.), Social integration issues of immigrants (pp. 255-379). Athens: Papazisi.
Jung, I., & Lee, J. H. (2020). A cross‐cultural approach to the adoption of open educational resources in higher education. British Journal of Educational Technology, 51(1), 263– 280. https://doi.org/10.1111/bjet.12820
Kokkali, I. (2011). The social integration of immigrants in Greece: theoretical approaches and empirical findings. In: A. Mousidis & D. V. Papadopoulou (Eds.), The social integration of immigrants in Greece: work, education, identities (pp. 211-267). Athens: Kron F.W.,
Magos, K. (2013). "Coexistence in a multicultural society". In: H. Govaris, Teaching and Learning in the Intercultural School (p.122). Athens: Gutenberg.
Michalis, A. (2013). Similarities and differences between languages. In: H. Govaris, Teaching and Learning in the Intercultural School (p.122). Athens: Gutenberg.
Nikolaou, G. (2000). Inclusion and Education of Foreign Students in Primary School. (4th ed.). Athens: Greek Letters.
Paleologu N., Evangelou O. (2003) Intercultural Pedagogy: Educational, Didactic and Psychological Approaches. Athens: Atrapos.
Paleologu N., Evangelou O. (2007) School performance of non-speaking students. Athens: Atrapos.
Papadopoulou D.V., (2011) The social integration of immigrants in Greece: theoretical approaches and empirical findings. In: A. Mousidis & D. V. Papadopoulou (Eds.), The social integration of immigrants in Greece: work, education, identities (pp. 19-49). Athens: Scientific Library.
Papachristos K., (2011) Intercultural Education in the Greek School. Athens: Traveller.
Protonotariou S., Haravitsidis P., (2008). 132 The Athens Primary School: efforts for the education and inclusion of all children in school.
Sklavou K., (2011) The social integration of immigrants in Greece: theoretical approaches and empirical findings. In: A. Mousidis & D. B. Papadopoulou (Eds.), The social integration of immigrants in Greece: work, education, identities (pp. 150-153). Athens: Scientific Library.
Stergiou L. (2013). Similarities and differences between languages. In: H. Govaris, Teaching and Learning in the Intercultural School (p. 225). Athens: Gutenberg.
Sofos L. (2007). Media pedagogy: New media in the context of teaching and learning processes. Athens: Gutenberg
Tsiolis, G. (2014). Methods and techniques of analysis in qualitative social research. Athens: Critique.
Tsokalidou, P. (2012). Room for two: issues of bilingualism and education. Thessaloniki: Libra.
Varnavas - Skoura (Ed.), Pedagogical actions and teaching approaches in a multicultural environment: The example of the 132nd PrimaryAthens School. Athens: Doudoumi.
Valtiani S., Neofytou L. (2017). Differentiated instruction: Functional and effective implementation. Athens: Pedio.
Vygotsky L.S. (2000) The development of higher psychological processes. Athens: Gutenberg Psychology.
