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Languages in the Margins: Rethinking Inclusion in Priority Education Zones in Greece
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Author(s): Charikleia Pitsou (University of Patras, Greece), Magdalini Krotse (Greek Ministry of Education Religious Affairs and Sports, Greece)and Polyxeni (Peggy) Manoli (University of Patras, Greece)
Copyright: 2026
Pages: 24
Source title:
Language Education and Human Rights in Democratic Educational Settings
Source Author(s)/Editor(s): Thomais Rousoulioti (Aristotle University of Thessaloniki, Greece), Charikleia Pitsou (University of Patras, Greece), Asli Saglam (MEF University, Turkey)and Katy Finch (AQA, UK)
DOI: 10.4018/979-8-3373-2670-2.ch009
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Abstract
This chapter investigates the teaching practices in Priority Education Zone (ZEP) classes in Western Greece, which include plurilingual students. The study particularly examined teachers' views of students' first languages (L1) and their practices for supporting Greek language teaching. Data were gathered through semi-structured interviews with 11 primary school teachers working in ZEP classes. The research findings indicated that, while educators acknowledged the contribution of students' L1 to their cognitive development, emotional security, and identity formation, its integration into instruction seemed to be minimal. Simultaneously, various teaching practices were reported, including communicative methods, differentiated instruction, multimodal teaching, and cooperative learning, which reflected a degree of improvisation, personal initiative, adaptation to students' varying needs, and a broader issue of institutional neglect. The findings highlight the need to reform ZEP classes institutionally to promote inclusion, plurilingual students' rights, and democratic values.
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