The paper presents the findings of a multi-method empirical study which aimed to investigate the language profile of four multilingual Greek primary classes.
|Keywords:||Greek Primary School, Multilingual Classes, Language Minority Pupils, Bilingualism / Second Language Acquisition, Oracy, Literacy, Reading, Writing, Comprehension of Text, Teacher perceptions, Appropriate Pedagogy, Intercultural Education|
International Journal of Learning, Volume 10. Article: Print (Spiral Bound), ISSN: ISSN 1447-9494, LC03-0291-2003. Article: Electronic (PDF File; 420.354KB), ISSN: ISSN 1447-9540, LC03-0291-2003.
In 2001, Charalampia Sidiropoulou was awarded a Bachelor of Arts degree from the School of Pre-school Education Studies, Aristotle University of Thessaloniki, Greece. On the strength of her performance, the National Foundation of Greek Scholarships (IKY) awarded her a scholarship as the highest achieving graduate student. In 2003, Charalampia received a Master’s degree in Education with Distinction from the Institute of Education, University of London. In 2003, she enrolled on a Doctoral Research Programme at the Institute of Education, again holding an IKY scholarship. Charalampia’s PhD research has been supervised by Professor Gunther Kress and her thesis title is ‘Multimodal teaching and learning of Greek: pedogogic discourse and student writing in multilingual Greek primary classrooms’.
Research interests: Language education policy and practice; teaching and learning of literacy; classroom pedagogic discourse; social semiotics and multimodality; intercultural education.
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