Non-formal Language Education: teacher training in a refugee community in Greece
This paper outlines a non-formal language education program at a refugee community centre in mainland Greece in the context of the current refugee crisis in Europe. In this context, language classes are in high demand, often provided by volunteer-led organisations. The move to integrate and support refugees as language teachers at one such organisation is documented, mentioning the opportunities and challenges that this presents in terms of training and motivation. It is hoped that this article can contribute to a growing body of literature around language education for refugees in a pre-resettlement context.
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Document Type: Research Article
Publication date: June 1, 2020
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- Language Issues is the part peer-reviewed journal of NATECLA, the national association for teaching English and other community languages to adults. The journal explores the area between academic research and classroom practice, sharing experiences of teaching, training and management and disseminating research and ideas relating to language, political and social issues. Language Issues comprises articles on published and unpublished research, current studies and pieces of action research relating to ESOL and community languages, language learning theories, methods, materials and learners. Voices from the Classroom brings reflections and experiences from teachers, students and others on topics ranging from bilingualism to testing to poetry in the language classroom. There are also interviews with professionals from the field, reviews and reports. Language Issues looks at broad issues and big ideas and is an invaluable resource for everyone interested in language teaching and learning, both in in the UK and elsewhere in the world. You can subscribe to the journal via the NATECLA website. Publisher: National Association for Teaching English and other Community Languages to Adults.
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