{"title":"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","authors":"Marina Mogli","doi":"10.46827/ejals.v6i2.468","DOIUrl":null,"url":null,"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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/soc/0069/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":475068,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"13 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"ADULT REFUGEES LEARNING GREEK AS L2 FOR SOCIAL INCLUSION IN NON-FORMAL EDUCATIONAL SETTINGS: THE CASE OF VOLOS IMMIGRANT CENTER\",\"authors\":\"Marina Mogli\",\"doi\":\"10.46827/ejals.v6i2.468\",\"DOIUrl\":null,\"url\":null,\"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.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\\\"/-counters-/soc/0069/a.php\\\" alt=\\\"Hit counter\\\" /></p>\",\"PeriodicalId\":475068,\"journal\":{\"name\":\"European Journal of Applied Linguistics Studies\",\"volume\":\"13 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-09-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Applied Linguistics Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46827/ejals.v6i2.468\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Applied Linguistics Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46827/ejals.v6i2.468","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
ADULT REFUGEES LEARNING GREEK AS L2 FOR SOCIAL INCLUSION IN NON-FORMAL EDUCATIONAL SETTINGS: THE CASE OF VOLOS IMMIGRANT CENTER
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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