Teaching the Greek language to Adult Immigrants: Views and Teaching Practices

Abstract

The research examined the educational techniques employed at programmes teaching Greek as a foreign language for immigrants or refugees. These programmes are held by NGOs, the Institute of Youth and Lifelong Learning and by Vocational Training Centres (KEK) through funding. We attempted to correlate the teaching methods with the instructors’ profile, in particular with regard to their qualifications in adult education, their intercultural perception and their attitude towards the adult state of learners. The research was carried out using qualitative methods and the data were drawn through semi-structured interviews with the instructors and free, non participatory observation. The findings of the research illustrated that the majority of the instructors of the sample, whether volunteers or professionals, do not use active educational methods. Techniques such as role play, group projects, brainstorming, open and meaningful debates constitute the exception to the rule. Another significant finding was that the specialisation of the instructors with regard to adult education does not ensure the use of those techniques that fit the adult learner profile. The instructors however who demonstrated an increased intercultural perception and a non-ethnocentric approach to the language, were shown to use more active techniques, utilise previous experience and attempt to actively involve the learners in every stage of the learning process, ultimately satisfying more effectively the learners’ communicative needs.