教育工作者对希腊教育背景下难民学生的跨语言学校环境和语言教育的看法

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH
Margarita Karafylli, Christina Maligkoudi
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引用次数: 1

摘要

希腊关于难民危机的过去和现在的情况使得教育工作者需要应用新的教育策略来解决难民学生,例如使用跨语言,语言景观和学校景观作为教学工具。这就是为什么本研究试图揭示教育工作者在语言符号的创造中使用诸如翻译和包含学生的母语等实践的程度,以及它们如何在校园景观中得到反映。根据11位希腊学校正规和非正规教育工作者收集的照片和访谈,我们通过识别标志所代表的不同功能分类,教师作为主要标志制作者的主动性,以及希腊语作为第二语言教学的推广,来解读翻译语言和标志制作实践。该研究表明,将学生和教师的翻译符号和多模态实践纳入学习过程,为设计有效的语言多样性教学课程和鼓励跨文化意识铺平了一条有希望的道路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Educators’ perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings
ABSTRACT The past and current situation in Greece regarding the refugee crisis has created educators’ need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators’ employment of practices such as translanguaging and inclusion of students’ L1 in the creation of linguistic signs and how they are reflected in the schoolscape. Based on photographs and interviews gathered by eleven educators in formal and non-formal education in Greek schools, we decoded translanguaging and sign-making practices by identifying a taxonomy of different functions represented by the signs, the initiative of teachers as primary sign-makers, and the promotion of teaching Greek as L2. The study suggests that incorporating students’ and teachers’ translingual signs and multimodal practices in learning procedures paves a promising way to designing a competent curriculum for teaching language diversity and encouraging intercultural awareness.
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来源期刊
Education Inquiry
Education Inquiry Social Sciences-Sociology and Political Science
CiteScore
5.00
自引率
0.00%
发文量
34
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