Γλωσσική εκπαίδευση μεταναστών και προσφύγων: Η περίπτωση των Τάξεων Υποδοχής

Linguistically and culturally diverse students attend a Reception Class in order to learn the Greek language. The present study investigates language teaching in the Reception Class focusing on the teaching material and method. Research data was gathered by 9 semi-structured interviews taken from Reception Class teachers and also through semi-structured teaching observations and diary keeping. Research findings have shown that the teachers are not aware of the different teaching methodology applying in the main class, where Greek is taught as a mother tongue, in relation to that of the RC where Greek is taught as a second language. At the same time, most teachers are not aware of how to face language issues related to the structure of the Greek language or issues of interference of the first language of the students. Additionally, lessons are not communicatively organized in the RC and the linguistic and academic needs of the students are not properly treated.