Divergent Orientations to Greek and its Teaching in an Australian Greek School

Abstract

The Greek community in Australia attempts, with reasonable success, to maintain Greek language proficiency in succeeding generations, but attitudinal barriers within the community may be impeding the process. A study of the stakeholders (primary and secondary staff, parents, students and management) of one Greek independent school in Melbourne reveals shared values but also extensive diversity in perceptions. Data drawn from interviews, questionnaires and observations allow the construction of profiles of staff, on the basis of which distinct communities of practice can be identified within the school. These groups show divergent orientations to the role of Greek in the school and the status of Australian Greek in general. The teachers are also divided on who has the right to teach the language, and which language teaching methodology should be used. The views of parents and students are also discussed. Both groups express strong language loyalty, but among the students this does not appear to translate into motivation in class.