Διερεύνηση των αντιλήψεων και των στάσεων των μαθητών προσφύγων/μεταναστών προς τις δι/πολύγλωσσες ταυτότητές τους μέσα από γλωσσικά πορτρέτα»

“Exploring refugee/migrant students’ perceptions and attitudes towards their bi/multilingual identities through language portraits” (Αγγλική)

  1. MSc thesis
  2. Σταυρακάκη, Αντωνία
  3. Γλωσσική Εκπαίδευση για πρόσφυγες και μετανάστες (LRM)
  4. 03 Σεπτεμβρίου 2022 [2022-09-03]
  5. Αγγλικά
  6. 162
  7. Μανώλη, Πολυξένη
  8. Καρανικόλα, Ζωή | Παλαιολόγου, Νεκταρία
  9. διγλωσσία | ταυτότητα προσφύγων/μεταναστών | γλωσσικά πορτρέτα | γλωσσική και πολιτισμική πολυμορφία
  10. 3
  11. 25
  12. 79
  13. Περιέχει : πίνακα, εικόνες, φωτογραφίες
  14. Gkaintartzi, A., Gkountani, G., Kamaretsou, A., Kokkini, C., Sakellaridi, K., & Sireti, A. (2020). Understanding the “Voices” of Children of Immigrant and Refugee Backgrounds. The International Journal of Diversity in Education, 20(2), 37–55. https://doi.org/10.18848/2327-0020/CGP/V20I02/37-55
    • Ο κύριος στόχος της έρευνας ήταν να διερευνήσει τον τρόπο με τον οποίο τα παιδιά μεταναστών αντιμετωπίζουν τα γλωσσικά τους ρεπερτόρια (διγλωσσία/πολυγλωσσία). Ειδικότερα, αυτή η ερευνητική μελέτη αποσκοπούσε στη διερεύνηση των γλωσσικών απόψεων, στάσεων και εμπειριών των παιδιών όσον αφορά τη διγλωσσία/πολυγλωσσία τους προκειμένου να κατανοήσει πώς οι πολλαπλές και σύνθετες έννοιες και οι γλωσσικές ιδεολογίες κατασκευάζονται στον δίγλωσσο κόσμο των μαθητών. Για το σκοπό αυτό, μέσω μιας ποιοτικής προσέγγισης επιλέχθηκε να μελετηθεί και να αναλυθεί σε βάθος η γλωσσική συμπεριφορά των δίγλωσσων/πολύγλωσσων νέων μεταναστών, καθώς και η ταυτότητά τους που εκφράζεται υπό το πρίσμα της παραμονής τους στην Ελλάδα. Συγκεκριμένα, χρησιμοποιήθηκαν ημι-δομημένες συνεντεύξεις, γλωσσικά πορτρέτα και αφηγήσεις, προκειμένου να δομηθεί το γλωσσικό ρεπερτόριο και η γλωσσική ταυτότητα των συμμετεχόντων. Οι συμμετέχοντες στη μελέτη είναι 10 παιδιά δημοτικού, ηλικίας 8 έως 12 ετών, με μεταναστευτικό υπόβαθρο που διέμεναν στο νομό Ηρακλείου του Δήμου Χερσονήσου. Τα αποτελέσματα της μελέτης έδειξαν ότι έχουν αντίληψη για τις δεξιότητές τους και στις δύο γλώσσες και ότι είναι σε θέση να περιγράψουν και να αξιολογήσουν τη διγλωσσία τους. Με άλλα λόγια, όσον αφορά τις αντιλήψεις των μαθητών για τις ικανότητές τους σε ό,τι αφορά τη μητρική τους γλώσσα, τα αποτελέσματα έδειξαν ότι η πλειοψηφία τους έχει καλή επίδοση κυρίως στον προφορικό λόγο, ενώ ως προς την κυρίαρχη γλώσσα δηλώθηκε ότι μπορούν να χειριστούν την ελληνική γλώσσα σε επαρκώς ανεπτυγμένο βαθμό τόσο στον προφορικό όσο και στον γραπτό λόγο, πιθανώς λόγω της ένταξής τους στο ελληνικό γενικό σχολείο. Επισημάνθηκε επίσης ότι η πλειονότητα των οικογενειών θεωρεί πολύ σημαντικό να διατηρήσουν τη γλώσσα καταγωγής των παιδιών τους χρησιμοποιώντας διάφορες πρακτικές. Ως εκ τούτου, η επίγνωσή τους όσον αφορά τη γλωσσική επάρκεια και την ικανότητα καθορίζει την προτίμησή τους για βελτίωση σε μία από τις δύο γλώσσες, προωθώντας με αυτόν τον τρόπο τα συναισθήματά τους σε σχέση με τη χρήση της γλώσσας τους, ενώ διαπραγματεύονται τον πολιτισμό και την ταυτότητα, που αλλάζει συνεχώς. Επιπλέον, διαπιστώθηκε ότι οι γλωσσικές στάσεις και πρακτικές των οικογενειών τους επηρεάζουν θετικά τη διατήρηση της διγλωσσίας τους δημιουργώντας με αυτόν τον τρόπο τόσο αρμονία στο οικογενειακό πλαίσιο όσο και αντίσταση στην κυρίαρχη μονο-γλωσσική ιδεολογία. Αντιλαμβάνονται και αναφέρουν τα πεδία χρήσης της γλώσσας, τους συνομιλητές και επικοινωνιακές συνθήκες αναδεικνύοντας έτσι την ελληνική ως δημόσιο λόγο και τη μητρική γλώσσα ως ιδιωτική εκφράζοντας ταυτόχρονα την έντονη συναισθηματική τους προσκόλληση με την τελευταία που τους συνδέει με τις οικογενειακές τους παραδόσεις. Τα γλωσσικά τους πορτρέτα θέτουν μοτίβα τόσο για τις χρωματικές επιλογές όσο και για τη γλωσσική τοποθέτηση στις σιλουέτες του σώματός τους, τονίζοντας με αυτόν τον τρόπο τις βιωμένες εμπειρίες τους και τη διαπραγμάτευση των πολλαπλών γλωσσικών τους ρεπερτορίων. Τρία συχνά μοτίβα που βρέθηκαν στο δείγμα ήταν α) οι χρωματικές επιλογές που έγιναν σύμφωνα με το χρώμα των σημαιών β) οι επιλογές χρώματος σύμφωνα με τη σύνδεση του αγαπημένου χρώματος για την αγαπημένη γλώσσα και τέλος γ) οι επιλογές χρωμάτων σύμφωνα με τις παγκόσμιες γνώσεις και τις προσωπικές τους εμπειρίες . Η παρούσα ερευνητική προσέγγιση φιλοδοξεί να δώσει απαντήσεις συμβάλλοντας έτσι στην ερευνητική κοινότητα που ασχολείται με θέματα διγλωσσίας και πολυγλωσσίας.
    • The main research aim was to explore the way immigrant children cope with their linguistic repertoires (bilingualism/multilingualism). In particular, this research study intended to investigate children’s language views, attitudes and experiences in terms of their bilingualism/multilingualism in order to comprehend how multiple and complex concepts and linguistic ideologies are constructed in student blilingual world.To this end, a qualitative approach was chosen to study and analyze in depth the linguistic behavior of bilingual / multilingual young immigrant people, as well as their identity expressed in the light of their stay in Greece. In particular, semi-structured interviews, linguistic portraits and narratives were used, in order to structure the linguistic repertoire and the linguistic identity of the participants. The participants of the study are 10 primary school children, aged 8 till 12, with an immigrant background who have been living in the prefecture of Heraklion, in the Municipality of Hersonissos. The results of the study indicated that they have a perception of their skills in both languages and that they are able to describe and evaluate their bilingualism. In other words concerning students' perceptions of their ability in terms of their mother tongue, the results showed that the majority of them have a good performance mainly in oral speech while in terms of the dominant language, it was declared that they can handle the Greek language to a sufficiently developed degree both in oral and written language, probably due to their entry into the Greek mainstream school. It was also indicated that the majority of families consider it very important to maintain the language of origin of their children via employing various practices. Therefore their awareness in terms of language proficiency and ability determines their preference for improvement in one of the two languages, promoting in that way their sentiments in relation to their language use while negotiating culture and identity, which is constantly changing. Moreover it was found that the language attitudes and practices of their families influence positively the maintenance of their bilingualism creating in that way both harmony within the family context and resistance to the dominant monolingual ideology.They perceive and report the fields of language use, interlocutors and communicative conditions thus highlighting greek as a public discourse and mother tongue as a private expressing at the same time their stong emotional attachment to the latter which connects them to their family traditions. Their language portraits set patterns for both color choices and language placement on their The main research aim was to explore the way immigrant children cope with their linguistic repertoires (bilingualism/multilingualism). In particular, this research study intended to investigate children’s language views, attitudes and experiences in terms of their bilingualism/multilingualism in order to comprehend how multiple and complex concepts and linguistic ideologies are constructed in student blilingual world.To this end, a qualitative approach was chosen to study and analyze in depth the linguistic behavior of bilingual / multilingual young immigrant people, as well as their identity expressed in the light of their stay in Greece. In particular, semi-structured interviews, linguistic portraits and narratives were used, in order to structure the linguistic repertoire and the linguistic identity of the participants. The participants of the study are 10 primary school children, aged 8 till 12, with an immigrant background who have been living in the prefecture of Heraklion, in the Municipality of Hersonissos. The results of the study indicated that they have a perception of their skills in both languages and that they are able to describe and evaluate their bilingualism. In other words concerning students' perceptions of their ability in terms of their mother tongue, the results showed that the majority of them have a good performance mainly in oral speech while in terms of the dominant language, it was declared that they can handle the Greek language to a sufficiently developed degree both in oral and written language, probably due to their entry into the Greek mainstream school. It was also indicated that the majority of families consider it very important to maintain the language of origin of their children via employing various practices. Therefore their awareness in terms of language proficiency and ability determines their preference for improvement in one of the two languages, promoting in that way their sentiments in relation to their language use while negotiating culture and identity, which is constantly changing. Moreover it was found that the language attitudes and practices of their families influence positively the maintenance of their bilingualism creating in that way both harmony within the family context and resistance to the dominant monolingual ideology.They perceive and report the fields of language use, interlocutors and communicative conditions thus highlighting greek as a public discourse and mother tongue as a private expressing at the same time their stong emotional attachment to the latter which connects them to their family traditions. Their language portraits set patterns for both color choices and language placement on their The main research aim was to explore the way immigrant children cope with their linguistic repertoires (bilingualism/multilingualism). In particular, this research study intended to investigate children’s language views, attitudes and experiences in terms of their bilingualism/multilingualism in order to comprehend how multiple and complex concepts and linguistic ideologies are constructed in student blilingual world.To this end, a qualitative approach was chosen to study and analyze in depth the linguistic behavior of bilingual / multilingual young immigrant people, as well as their identity expressed in the light of their stay in Greece. In particular, semi-structured interviews, linguistic portraits and narratives were used, in order to structure the linguistic repertoire and the linguistic identity of the participants. The participants of the study are 10 primary school children, aged 8 till 12, with an immigrant background who have been living in the prefecture of Heraklion, in the Municipality of Hersonissos. The results of the study indicated that they have a perception of their skills in both languages and that they are able to describe and evaluate their bilingualism. In other words concerning students' perceptions of their ability in terms of their mother tongue, the results showed that the majority of them have a good performance mainly in oral speech while in terms of the dominant language, it was declared that they can handle the Greek language to a sufficiently developed degree both in oral and written language, probably due to their entry into the Greek mainstream school. It was also indicated that the majority of families consider it very important to maintain the language of origin of their children via employing various practices. Therefore their awareness in terms of language proficiency and ability determines their preference for improvement in one of the two languages, promoting in that way their sentiments in relation to their language use while negotiating culture and identity, which is constantly changing. Moreover it was found that the language attitudes and practices of their families influence positively the maintenance of their bilingualism creating in that way both harmony within the family context and resistance to the dominant monolingual ideology.They perceive and report the fields of language use, interlocutors and communicative conditions thus highlighting greek as a public discourse and mother tongue as a private expressing at the same time their stong emotional attachment to the latter which connects them to their family traditions. Their language portraits set patterns for both color choices and language placement on their body silhouettes highlighting in that way their lived experiences and negotiation of their multiple linguistic repertoires. Three frequent patterns found within the sample were a) of color choices made according to the color of flags b) of color choices according to the connection of favorite color for favorite language and finally c) of color choices according to their world knowledge and personal experiences. The present research approach aspires to provide answers thus contributing to the research community dealing with issues of bilingualism and multilingualism.
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