This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Refugees Initiative

Research program ‘Teaching language through the eyes of refugees’

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INSTITUTION RESPONSIBLE FOR THE INITIATIVE

Aristotle University of Thessaloniki

COUNTRY

Greece

CITY

Thessaloniki

Address

Aristotle University of Thessaloniki
University Campus
54124, Thessaloniki
Greece

WEB SITE OF THE INITIATIVE

There is no Internet website of the program.

TYPOLOGY

- Language and other introductory courses for refugee students

TARGET GROUPS

- Newly arrived refugees
- Refugees of second generation
- University staff (academic and administrative)

DESCRIPTION AND METHODOLOGIES

The main purpose of the research was to establish an approach to the language development and learning process in the framework of translanguaging, through refugee identity texts, in a continuous dialectic relationship with the researchers and with the objective of inclusion practices. The research objectives were:
• The democratization of researchers’ discourse through continuous reflection and amendment of practices
• The determination of educational material characteristics suitable for meeting language teaching needs of adult refugees
• The contribution to inclusion of refugees in Greek society, on terms of fair and equal coexistence.

RESULTS AND IMPACT

In the classes an effort had been made to formulate comparative material on a translanguaging basis, encouraging teachers and students to transcend dominant monolingual teaching traditions. Using material that utilise the students’ voices was a powerful means of challenging traditional grammar-centred approaches to language learning (Tsokalidou, 2017).
Moreover, the reaserch team adopted the premise that teaching material which is founded on translanguaging should aim at developing a type of literacy with a political and critical content. To this end, a variety of corpora and text types (monomodal, multimodal, multimedia texts as well as songs, movies, posters, etc.) were used which were studied in close connection with the surrounding sociocultural local and global reality. New technologies were also used towards a similar critical direction, with the creation of an e-classroom as an environment of interaction and collaboration. Connection via social media replaced communication outside class and the learning process, contributed towards a greater familiarisation between the group members through authentic communication circumstances.