German Language Teaching in a Multicultural Class in Greece: A Case Study about Students’ and Parents’ Perceptions of Plurilingualism

Abstract

After many decades of research, publications, and exchange of good practices, the debate about intercultural pedagogy, the importance of bilingual education and the promotion of existing multiculturalism in school classes remains topical in the public educational system in Greece. My ongoing research interest focuses on the inclusive education of students with migrant backgrounds, taking into account the foreign language lessons in public education in Greece, specifically the teaching of German as a second foreign language. The empirical part of the study took place in a public primary school in a Province of the city of Karditsa during the school year 2021/2022. A class of 18 students of the 6th Grade, where 7 of them were bilingual/multilingual with a migrant background, was under research during the second and third trimester in the German language lesson. The research work is based on the methodology of the Functional-Pragmatics language theory by Ehlich and Rehbein. The data analysis is in progress; however, questionnaires were given to all participant students, and interviews were conducted with all bilinguals parents.

Keywords

• multilingual education
• plurilingual repertoire
• German language teaching
• cultural diversity