ADULT REFUGEES LEARNING GREEK AS L2 FOR SOCIAL INCLUSION IN NON-FORMAL EDUCATIONAL SETTINGS: THE CASE OF VOLOS IMMIGRANT CENTER

European Journal of Applied Linguistics Studies Pub Date : 2023-09-15 DOI:10.46827/ejals.v6i2.468

Marina Mogli

引用次数: 0

Abstract

In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students’ relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.

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成年难民在非正规教育环境中学习希腊语作为第二语言以融入社会:volos移民中心的案例

在这篇文章中，我用半结构化访谈的方式，考察了学校教育经验有限、以希腊语为第二语言上课的寻求庇护者和他们在非营利组织做志愿者的老师的观点。我讨论了语言在非正规教育环境中难民的社会包容中的作用，以及它如何影响他们学习希腊语的动机。在非正式的环境中上课似乎会带来更大的社会包容，扩大学生与其他移民/难民及其导师的关系。自我和他人之间的沟通和互动的社交技能得到了提高。& lt; / p> & lt; p> & lt; strong>文章可视化:</strong></p>< < <img src="/-counters-/soc/0069/a.p php" alt="Hit counter" /></p>

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European Journal of Applied Linguistics Studies

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