In recent decades, the arrival of immigrants and refugees has become a reality that has shaped new data both in Greek society and in school reality. This situation creates problems for the integration of young children into educational structures, since they are obliged to learn the language of an integrative society, while at the same time they speak their mother tongue. Many, even in the field of education, argue that two languages ​​cannot coexist. However, this position was rejected, as scientific studies prove the opposite.

In the case of learning Greek as a second language, careful planning and planning is required. Greek is a rich language, but considered by many to be difficult to learn in terms of its vocabulary and syntactic phenomena. Etymologically based on Ancient Greek, it is expected to make it difficult for every student in their early school years. A demanding language even for our own children and, as expected, even more difficult for refugees and immigrants.

However, in addition to careful planning, the teacher plays a crucial role. The key to successful language learning is how each teacher will use the tools at their disposal to identify and develop the skills and characteristics of each student. However, the role of the teacher is not limited to formal teaching, but is directly related to his more general attitude towards students whose mother tongue differs from the language of an integrative society.

In a multicultural classroom, a teacher can implement a variety of practices that will be based on dialogue and meaningful communication both with their students and between students. It is necessary to maintain a negotiating position and allow students to express their opinions while respecting each other. Of course, in the application of dialogue, the teacher is called upon to intervene when a balance of arguments is required. Behind the study of a language is the culture and way of thinking of each person. Only by approaching the culture of each student can the correct teaching of another language be adapted.

The teacher can apply various practices for successful language teaching. Initially, the use of multimodal texts, as well as the use of authentic texts taken from the cultural creativity of the students’ country of origin, is considered valuable. By using bilingual texts, differences in vocabulary and syntax can be understood. Also, the teacher can organize groups among his students and entrust them with “projects” on controversial topics. Thus, different opinions will be heard and their understanding will become possible. It is important for local students to understand the culture of foreigners and lay the foundations for cooperation for language communication.

Summing up, we can say that teaching a language in a multicultural environment is difficult, but not impossible. Through correct and well-thought-out practices, a solid foundation can be laid for the learning of each language and constructive communication between the members involved can be achieved.

Language is the expressive means of the culture of each country. This is the cornerstone of communication, as well as the smooth socialization of the individual. One of the main goals of education is the formation of a comprehensively developed personality with a consciousness of cosmopolitanism and mutual respect through language teaching. This goal will be reached when he appreciates the different language backgrounds of the students and with patience and perseverance, as well as with modern teaching methods, he will successfully teach the second language.

*Niki Stamatopoulou, philologist/special educator