The route towards L2: language learning in the Greek Refugee Integration Program : a portfolio study
Theodoropoulou, Maria (2024)
2024
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2024052917667
https://urn.fi/URN:NBN:fi:amk-2024052917667
Tiivistelmä
The international communities today are in a state of constant change due to the intensifying globalization and the economic, political, climate, social and humanitarian crises that arise. In response to the needs of the Greek state to the increased amount of asylum seekers in the country since 2015, HELIOS, the official Greek Integration Program was created in 2019 and is being implemented in the country up until today.
This portfolio study explores and analyses language learning within the specific context of Greek integration, with the ultimate goal of contributing to the development of effective language learning programs and integration practices for adult refugees in intercultural settings.
Through a selection of previously completed assignments during the Master’s Degree Program in “Educational Leadership,” this report delves into the matter of language acquisition and integration from a personal, self-reflective perspective, with the purpose of showing evidence of the author’s professional development through the outputs of the portfolio.
The conceptual framework of this study covers the integration policies and educational equity, adult learning, language acquisition in non-formal education, multicultural and multilingual identities, as well as communication in intercultural settings. Next, the structure of the integration program and its main pillars are presented, and after that, insights into our learning environment, culturally responsive and collaborative teaching practices in addition to leadership strategies are provided. The final chapter focuses on curriculum design prospects, proposing alternative solutions for the refugee integration program regarding education. The goal is to create a more effective, flexible and enhanced educational environment to meet diverse and evolving needs.
This portfolio study explores and analyses language learning within the specific context of Greek integration, with the ultimate goal of contributing to the development of effective language learning programs and integration practices for adult refugees in intercultural settings.
Through a selection of previously completed assignments during the Master’s Degree Program in “Educational Leadership,” this report delves into the matter of language acquisition and integration from a personal, self-reflective perspective, with the purpose of showing evidence of the author’s professional development through the outputs of the portfolio.
The conceptual framework of this study covers the integration policies and educational equity, adult learning, language acquisition in non-formal education, multicultural and multilingual identities, as well as communication in intercultural settings. Next, the structure of the integration program and its main pillars are presented, and after that, insights into our learning environment, culturally responsive and collaborative teaching practices in addition to leadership strategies are provided. The final chapter focuses on curriculum design prospects, proposing alternative solutions for the refugee integration program regarding education. The goal is to create a more effective, flexible and enhanced educational environment to meet diverse and evolving needs.