Abstract
This chapter presents some of the results derived from the data analysis of a thesis which dealt with the conception, implementation, and evaluation of a blended learning training course in plurilingualism and pluriculturalism. More precisely, this blended learning training course was addressed at teachers working in Greek primary schools in the city of Thessaloniki. This chapter focuses on the last phase of this project, which is to say the evaluation phase in which the researcher interviewed participating teachers. The analysis of the interviews sheds light on the teachers' perceptions of blended learning as a training mode. The results present the difficulties the teachers encountered with distance training, as well as their views on the possible implementation of distance learning with their students. They also highlight the teachers' perceptions of online interaction on a forum with other participants, and of good blended learning.
TopResults Of Previous Studies In The Greek Context: The Need For Teacher Training
Previous studies carried out in Greece have highlighted not only teachers' linguistic perceptions and ideologies, but also the pedagogical practices they employ with their students. In their practice, the bilingualism of immigrant children remains “invisible” (Gkaintartzi & Tsokalidou, 2011; Tsokalidou, 2005, 2012). Indeed, teachers either consider their students as monolingual or treat them as “alloglossa paidia” (Tsokalidou, 2005), which is to say as children who speak a language other than Greek. Various studies have highlighted the fact that student multilingualism is perceived as an educational problem that impacts on Greek language proficiency (Govaris et al., 2010; Skourtou, 2002; Tressou & Mitakidou, 2003). In addition, teachers advise immigrant parents to use the Greek language at home with their children, as they consider use of the mother tongue to slow down the children’s learning of Greek (Mitakidou & Daniilidou, 2007). Another salient observation is that even if teachers do have positive attitudes towards bilingualism and children maintaining and learning their first language, they do not understand the positive impact supporting bilingualism can have on children's linguistic and academic development (Skourtou, 2002; Skourtou et al., 2004). Another element highlighted by Panitsidou, Griva & Papastamatis (2011) is that immigrant languages “are associated with poverty and exclusion, [and] therefore not given adequate attention” (as cited in Griva & Chosteliou, 2011, p. 3).
Key Terms in this Chapter
Professional Development: A result of training that enables professionals to acquire knowledge, competences, skills and working experiences in order to better meet the requirements of their work. Its goal is to keep professionals up-to-date with current trends and to help them develop new skills in their field.
Perceptions: They constitute knowledge that allows individuals to interpret the world. This knowledge is developed and shared socially among individuals, and can build a common reality within a community of people.
Language Autobiography: An autobiography in which people write about their languages and especially about their experiences, feelings, and thoughts around them. This written narration has a deeper role: personal reflection and a greater awareness of people's relationship with their languages. Language autobiography is also a pedagogical tool which encourages inter alia openness to diversity and the development of pupils’ plurilingual and pluricultural repertoire. It can be used as a research tool, too.
Reflective Drawing: A pedagogical tool that enables personal expression and reflection around languages and cultures. Given the ease with which children draw, their drawings can allow adults to understand children’s perceptions better, especially when the creation of the drawing is followed by a discussion. From this point of view, drawing can be used as a research tool. Reflexive drawing also contributes to children’s’ development of plurilingual and pluricultural competence, as well as to the evolution of their language perceptions.
Pluralistic Approaches to Languages and Cultures: Four didactic approaches that use more than one language or culture in their activities. These approaches are awakening to languages, inter-comprehension between related languages, the intercultural approach, and the integrated didactic approach to different languages studied. These approaches allow the development of skills, knowledge, and attitudes in pupils, and can employ transdisciplinarity, and thus interaction and interrelationships between subjects.
Blended Learning: A way of learning that combines and takes advantage of both face-to-face and distance learning.
Community Of Practice: A community of people that share a concern, an interest, a passion or a problem. The role of this group is the creation of new knowledge, as well as the sharing of practices. Communication plays a major role in the group, and can contribute to learning from the experience of others.