Teaching Practices, Materials, and Classroom Climate in L2 Cl ...

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  • Title: Teaching Practices, Materials, and Classroom Climate in L2 Classes Offered to Adult Refugees and Migrants in Greece
  • Author(s): Polyxeni Manoli, Evgenia Berdesi, Despoina Kiamili, Efrosyni Vyzovitou
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: The Learner
  • Journal Title: The International Journal of Learner Diversity and Identities
  • Keywords: Language Education for Refugees and Migrants, Greek as a Second Language, Teaching Practices, Classroom Climate
  • Volume: 26
  • Issue: 1
  • Year: 2019
  • ISSN: 2327-0128 (Print)
  • ISSN: 2327-2627 (Online)
  • DOI: https://doi.org/10.18848/2327-0128/CGP/v26i01/21-35
  • Citation: Manoli, Polyxeni, Evgenia Berdesi, Despoina Kiamili, and Efrosyni Vyzovitou. 2019. "Teaching Practices, Materials, and Classroom Climate in L2 Classes Offered to Adult Refugees and Migrants in Greece." The International Journal of Learner Diversity and Identities 26 (1): 21-35. doi:10.18848/2327-0128/CGP/v26i01/21-35.
  • Extent: 15 pages

Abstract

The present study aimed at investigating the teaching practices and materials, the challenges, as well as the classroom climate in Greek classes offered to adult refugees and migrants in three different regions in Greece. The data were collected through semi-structured interviews with the students and their teachers and classroom observations, which were analyzed through the content analysis method, in the context of the Postgraduate Programme “Language Education for Refugees and Migrants” at the Hellenic Open University, particularly the module “LRM50: Applied Linguistics and Second Language Acquisition.” The results of the study revealed learners’ diversity, teachers’ use of various teaching materials, and practices focusing mostly on the Presentation-Practice-Production (PPP) method and the communicative approach. In addition, it was shown that teachers mainly emphasized speaking skills in a friendly classroom atmosphere, which was in accordance with the learners’ goals. The educational implications that resulted from this study are further discussed and the need for further research to verify these findings is pointed out.