Exploring teachers’ language attitudes in the context of a bilingual primary educational system: The case of the Greek-Turkish minority schools in Thrace, Greece

References

• Adamou, E. (2012). Social networks in Greek Thrace: Language shift and language maintenance. In J. Lindstedt & M. Wahlström (Eds.), Balkan Encounters: Old and new identities in South–Eastern Europe (pp. 7–32). Slavica Helsingiensia.
   Google Scholar
• Androussou, A., Askouni, N., Dragonas, T., Frangoudaki, A., & Plexousaki, E. (2011). Educational and political challenges in reforming the education of the Muslim minority in Thrace, Greece. The International Journal of Learning: Annual Review, 17(11), 227–240.
   Google Scholar
• Askouni, N. (2006). Minority education in Thrace: The process from marginality to social integration. Alexandria (in Greek.
   Google Scholar
• Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters.
   Google Scholar
• Basturkmen, H. (2012). ReviEw of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
   Web of Science ®Google Scholar
• Billing, M. (1995). Banal Nationalism. Sage.
   Google Scholar
• Blackledge, A., & Creese, A. (2010). Multilingualism: A critical perspective. Continuum International.
   Google Scholar
• Bloomaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.
   Google Scholar
• Borg, S. (2018). Teachers’ beliefs and classroom practices. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 75–91). Routledge.
   Google Scholar
• Boyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. Sage Publications, Inc.
   Google Scholar
• Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
   Google Scholar
• Cenoz, J., & Gorter, D. (2011). A holistic approach to multilingual education: Introduction. The Modern Language Journal, 95(3), 339–343. https://doi.org/10.1111/j.1540-4781.2011.01204.x
   Web of Science ®Google Scholar
• Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Blackledge & A. Creese (Eds.), HeterogloSsia as practice and pedagogy. Educational linguistics (Vol. 20, pp. 239–254). Springer.
   Google Scholar
• Cenoz, J., & Gorter, D. (2020). Teaching English through pedagogical translanguaging. World Englishes, 39(2), 300–311. https://doi.org/10.1111/weng.12462
   Web of Science ®Google Scholar
• Chousein, A. (2005). Continuities and changes in the minority policy of Greece: The case of Western Thrace. Retrieved from https://etd.lib.metu.edu.tr/upload/12606351/index.pdf
   Google Scholar
• Conteh, J., & Meier, G. (2014). THe multilingual turn in languages education: Opportunities and challenges. Multilingual Matters.
   Google Scholar
• Corson, D. (1999). Language policy in schools: A resource for teachers and administrators. Lawrence Erlbaum Associates.
   Google Scholar
• Creese, A., & Blackledge, A. (2011). Separate and flexible bilingualism in complementary schools: Multiple language practices in interrelationship. Journal of Pragmatics, 43(5), 1196–1208. https://doi.org/10.1016/j.pragma.2010.10.006
   Web of Science ®Google Scholar
• Creswell, J. W. (2014). Research Design: QuAlitative, quantitative and mixed methods approaches (4th ed.). Sage.
   Google Scholar
• Cummins, J. (2004). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
   Google Scholar
• Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. The Modern Language Journal, 89(4), 585–592.
   Web of Science ®Google Scholar
• Cummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (Eds.), Pedagogical translanguaging: TheoreTical, methodological and empirical perspectives (pp. 7–36). Multilingual Matters.
   Google Scholar
• Cushing, I., Georgiou, A., & Karatsareas, P. (2021). Where two worlds meet: Language policing in mainstream and complementary schools in England. International Journal of Bilingual Education and Bilingualism, 1–17. https://doi.org/10.1080/13670050.2021.1933894
   Web of Science ®Google Scholar
• Dragonas, T. (2004). Negotiation of Identities: The Muslim minority in Western Thrace. New Perspectives on Turkey, 30, 1–24. https://doi.org/10.1017/S0896634600003897
   Google Scholar
• Dragonas, T., & Frangkoudaki, A. (2020). ThE project on the education of muslim minority children in Thrace, Greece: Stimulating the educational process and enhancing collaborative practices. In E. Skourtou, V. Kourtis-Kazoullis, T. Aravossitas, & P. P. Trifonas (Eds.), LangUage diversity in Greece (pp. 95–116). Springer.
   Google Scholar
• Dragonas, T., & Frangoudaki, A. (2006). Educating the Muslim minority in Western Thrace. Islam and Christian–Muslim Relations, 17(1), 21–41. https://doi.org/10.1080/09596410500399268
   Google Scholar
• Flores, N., & Schissel, J. (2014). DyNamic bilingualism as the norm: Envisioning a heteroglossic approach to standards-based reform. TESOL Quarterly, 48(3), 454–479. https://doi.org/10.1002/tesq.182
   Web of Science ®Google Scholar
• García, O., & Menken, K. (2010). Moving forward. Ten guiding principles for teachers. In K. Menken & O. García (Eds.), Negotiating language policies in schools: Educators as policymakers (pp. 262–268). Routledge.
   Google Scholar
• Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourse. Taylor and Francis.
   Google Scholar
• Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ bilingualism – ‘Invisible’ language ideologies: Greek teachers’ attitudes towards immigrant pupils’ heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418
   Web of Science ®Google Scholar
• Haukås, A. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. https://doi.org/10.1080/14790718.2015.1041960
   Web of Science ®Google Scholar
• Heller, M. (1999). Linguistic minorities and modernity: A sociolinguistic ethnography. Longman.
   Google Scholar
• Jacquemet, M. (2005). Transidiomatic practices: Language and power in the age of globalization. Language & Communication, 25(3), 257–277. https://doi.org/10.1016/j.langcom.2005.05.001
   Web of Science ®Google Scholar
• Jonsson, C. (2017). Translanguaging and ideology: Moving away from a monolingual norm. In B. Paulsrud, J. Rosén, B. Straszer, & Å. Wedin (Eds.), New perspectives on translanguaging and education (pp. 20–37). Multilingual Matters.
   Google Scholar
• Jørgensen, J. N., Karrebæk, M. S., Madsen, L. M., & Møller, J. S. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23–37.
   Google Scholar
• Laforest, J. (2009). Safety Diagnosis Tool Kit for Local Communities. Guide to Organizing Semi-Structured Interviews With Key Informants [charting a course to safe living] vol.11. Québec. Retrieved from https://www.inspq.qc.ca/sites/default/files/publications/1437_guideorgaentretienssemidiriginformcles2eed_va.pdf
   Google Scholar
• Leonet, O., Cenoz, J., & Gorter, D. (2017). Challenging minority language isolation: Translanguaging in a trilingual school in the Basque Country. Journal of Language, Identity & Education, 16(4), 216–227. https://doi.org/10.1080/15348458.2017.1328281
   Web of Science ®Google Scholar
• MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. https://doi.org/10.3102/0002831216683935
   Web of Science ®Google Scholar
• Mavrommatis, G. (2008). Nationalism and History of Educational Policy: The Education of Thracian Minority Muslims 1945-1975. Phd Thesis, Pandeion University, Athens (in Greek).
   Google Scholar
• May, S. (2013). The multilingual turn: Implications for SLA, TESOL, and bilingual education. Routledge.
   Google Scholar
• Meighan, P. J. (2022). Colonialingualism: Colonial legacies, imperial mindsets, and inequitable practices in English language education. Diaspora, Indigenous, and Minority Education, 17(2), 146–155. https://doi.org/10.1080/15595692.2022.2082406
   Google Scholar
• Moschonas, S. (2003). Language ideology and policy: Teaching Greek at the minority schools of Thrace. Studies for the Greek Language, 23(in Greek), 277–288.
   Google Scholar
• Moschonas, S. (2019). Parallel monolingualisms in W. Thrace. In J. Pennington, V. Friedman, & L. Grenoble (Eds.), Studies dedicated to Brian J. Joseph (pp. 209–230).
   Google Scholar
• Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281–307. https://doi.org/10.1515/applirev-2015-0014
   Web of Science ®Google Scholar
• Otheguy, R., García, O., & Reid, W. (2018). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625–651. https://doi.org/10.1515/applirev-2018-0020
   Web of Science ®Google Scholar
• Otsuji, E., & Pennycook, A. (2010). Metrolingualism: Fixity, fluidity and language in flux. International Journal of Multilingualism, 7(3), 240–254. https://doi.org/10.1080/14790710903414331
   Google Scholar
• Pierson, D., Clark, D., & Brady, C. (2021). Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement. Science Education, 105(4), 776–813. https://doi.org/10.1002/sce.21622
   Web of Science ®Google Scholar
• Polit, D. F., & Beck, C. T. (2012). Nursing research: Principles and methods. Lippincott Williams & Wilkins.
   Google Scholar
• Ryan, G., & Bernard, R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109. https://doi.org/10.1177/1525822X02239569
   Google Scholar
• Sakonidis, C. (2017). The mathematics education of children of the Muslim minority in Thrace: Social, cultural and political variables. Research in Mathematics Education, 10(in Greek), 27–54.
   Google Scholar
• Sella-Mazi, H. (1999). La Minorite Musulmane Turcophone de Grece: Approche Sociolinguistique d’une Communaute Bilingue.
   Google Scholar
• Singleton, D., & Flynn, C. J. (2022). Translanguaging: A pedagogical concept that went wandering. International Multilingual Research Journal, 16(2), 136–147. https://doi.org/10.1080/19313152.2021.1985692
   Web of Science ®Google Scholar
• Tsitselikis, K. (2006). Tracing the historical and ideological background of the Exchange. In K. Tsitselikis (Ed.), The Greek-Turkish exchange of populations. Aspects of a national conflict (pp. 15–48). KEMO & Publications Kritiki (in Greek).
   Google Scholar
• Tsitselikis, K., & Mavrommatis, G. (2019). Turkish: The Turkish language in education in Greece, 2^nd edition. regional dossiers series. Mercator European Research Center on Multilingualism and Language Learning.
   Google Scholar
• Vogel, S., & García, O. (2017). Translanguaging. In N. Noblit & L. Moll (Eds.), ), Oxford research encyclopedia of education (n.P.). Oxford University Press.
   Google Scholar
• Zachos, D., Papadimitriou, N., & Sideri, E. Minority education in Greece: Thrace Muslim teachers’ approaches and views. (2020). Preschool & Primary Education, 8(2), 144–157. in Greek. https://doi.org/10.12681/ppej.21897
   Google Scholar