‘Invisible’ bilingualism – ‘invisible’ language ideologies: Greek teachers' attitudes towards immigrant pupils' heritage languages

Abstract

This paper presents data from two studies – a nationwide quantitative research and an ethnographic study – on Greek schoolteachers' attitudes towards immigrant pupils' bilingualism. The quantitative data come from a large-scale questionnaire survey, which aimed at the investigation of the needs and requirements for the implementation of a pilot programme teaching migrant languages in Greek state schools. The findings provide an updated comprehensive view on how Greek teachers perceive their pupils' bilingualism and the inclusion of their heritage languages in the state school. Complementing and enhancing the quantitative data, the analysis of four teachers' semi-structured interviews, which were conducted in the context of the ethnographic study, provides insights into their language ideologies, which underlie their language views and school practices.

Keywords:

• Greek teachers
• bilingualism
• immigrant pupils
• heritage language instruction

Notes

1. The program is financially supported by the European Union (The National Strategic Reference Framework (NSRF) (2007–2013), cf. www.diapolis.auth.gr. The programme was initially launched in 1997.

2. Regarding the Greek context, the research should provide information about the minimum requirements needed in order to introduce heritage language courses into state schools (the research group's interpretation).

3. The authors of the paper were all involved in the research. A. Kiliari was the scientific coordinator in charge of the research, R. Tsokalidou was a member of the scientific committee and A. Gkaintartzi was member of the data collection team.

4. In Table 6 the given percentages add up to give the total of the sample.