 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Alexandros Papanis, Marina Kritikou
Full-Text PDF
XML 199 Views
DOI:10.17265/2161-623X/2024.08.006
University of Thrace, Xanthi, Greece; Hellenic Open University of Greece, Patra, Greece
The purpose of this article was to investigate the way that imprisoned adult refugees and migrants can acquire Greek as a second/foreign language. In particular, the study focused on the teaching material used by the educators during the teaching and learning process. Light was also shed on the benefits that formal education that can be offered to the inmates regarding their unhindered integration in the Greek society. The research was carried out in the Second Chance School operating in the Prison of Corfu. The Second Chance School in a Correctional Institution such as a prison was first established in Larisa in 2004. Today, there are already eleven in Greece. One of them is in the penal institution of Corfu, established in 2017. According to the Greek Ministry of Justice the 52.7% of the prisoners are foreigners and most of them hardly speak Greek. This study mainly dealt with formal education as a systematic and organized education model that requires students’ constant attendance. Usually the learning objectives, the teaching frame, and learning procedures of the formal education are fixed and students need to acquire specific knowledge within specific time, which might make it even more difficult for imprisoned immigrants. On the contrary, non-formal education is considered to be more flexible and with non-fixed curricula. This article briefly presents the overall structure and the context of adult education that is nowadays in use in Greece—especially the one that refers to the education of inmates in Greece. Moreover, it focuses on the research that has been carried out in the Second Chance School in Corfu, it presents the data collected and concentrates on the obstacles and the limitations that the educators encounter in the Correctional Institutes of Greece, in general. Finally, there are some enlightening conclusions accompanied by some useful proposals aiming at the enhancement of the quality of the educational material used in the Second Chance Prison of Corfu.
adult education, inmates of the prison of Corfu, needs analysis, Special Designed Educational Program for Inmates, proposals, limitations
Alexandros Papanis, Marina Kritikou. (2024). The Acquisition of Greek as a Second/Foreign Language by the Imprisoned Adult Refugees and Migrants in Corfu: A Comprehensive Study on the Teaching Material Used During Their Formal Education. US-China Education Review A, August 2024, Vol. 14, No. 8, 536-544.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
Halbach A. (2000). Finding out about students’ learning strategies by looking at their diaries: A case study. Madrid: University of Alcala.
O’Malley, J., & Chamot, A. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1985). A new taxonomy of second language learning strategies. Washington, DC: ERIC Clearinghouse on Languages and Linguistics.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73(3), 291-300.
Papanis, A. (2016). Learning a foreign language. Effective learning strategies. Athens, Thessaloniki: Sakkoulas Publications.
Rubin, J. (1975). What the “good language learner” can teach us: A preliminary study of learning strategies in learning strategy instruction. TESOL Quarterly, 9, 41-51.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 5.