Yunanistan’da Kültürlerarası Eğitim ve İkinci Dil (L2) Olarak Yunanca
Yükleniyor...
Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Trakya Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Göç olgusu 20.yüzyılın ikinci yarısında yaşanan enönemli olaylardan biridir. Göçmen kabul eden ülkelerdeki toplumsal yapı bugöçler sonunda değişerek çok kültürlülük yaygınlaştı. Farklı kültürden gelengöçmen gruplarının isteklerini ulus devlet yapısı çözmekte zorlanınca onlarıntoplumsal entegrasyonunu sağlamak için farklı eğitim politikaları hayatageçirildi. Kültürlerarası Eğitim bu farklı eğitim yaklaşımlarından biridir.Yunanistan 1980’lerden itibaren göç ülkesi olarak öne çıkmaya başladı. Göçmen gruplarınınçocukları Yunanistan’daki okullarda öğrenci profilini değiştirdi ve okullar çokkültürlü bir görünüm kazandı. Farklı bir anadili (L1) olan bu çocukların Yunaneğitim sistemine katılmalarının önündeki en önemli engellerden biri ülkeninresmi dili ve aynı zamanda eğitim dili olan Yunancaydı. Devlet, sorunu çözmekiçin 1980’li yıllardan başlayarak okullarda, yoğun olarak Yunanca ve Yunankültürü derslerinin okutulduğu Kabul Sınıfları ve Hazırlık Kurslarını açtı.Yabancı öğrencilerin anadilleri göz ardı edilerek önceliğin Yunancanın ikincidil (L2) olarak öğretilmesine verilmesi nedeniyle uygulama dilsel ve kültürelasimilasyon olarak değerlendirilmektedir. Diğer Avrupa ülkelerindekiuygulamalara paralel olarak farklı kültürel gruplar için Kültürlerarası Eğitimyaklaşımı benimsendi ve 1996 yılında çıkarılan yasa ile aşamalı olarak 26 okulaKültürlerarası Okul statüsü verildi. Ülkedeki göçmen oranına kıyasla (~%10), buokulların sayısı (%0.17) çok yetersizdir. Bu nedenle, aslında tüm eğitimsisteminde ortak paydayı oluşturması gereken Kültürlerarası Eğitim, sadeceyabancı uyruklularda değil tüm öğrencilerde sosyal ve kültürel çoğulculukbilincini geliştirme hedefine ulaşmanın oldukça gerisindedir.
Immigration is one of the most prominent phenomena inthe second half of the 20th century. The social structure of the countries thataccept immigrants has changed at the end of these immigrations andmulticulturalism became widespread. As the demands of the immigrant groups fromdifferent cultures have been difficult to be solved by the nation-statestructure, varied educational policies were implemented in order to ensure theirsocial integration. Intercultural education is one of these differenteducational approaches. Greece has distinguished as a country of immigrationsince the 1980s. The children of immigrant groups changed the student profilein Greek schools which made them gain a multicultural identity. One of the mostimportant obstacles to participation of the children with different mothertongues (L1) in the Greek education system was the Greek language which is theofficial language of the country and also the medium of teaching. Starting fromthe 1980s the government, in order to solve the problem, opened AcceptanceClasses and Preparatory Courses in schools, in which Greek and Greek cultureclasses is being taught intensively. In schools the mother tongue of foreignstudents is being ignored and the priority is given to the teaching of Greek asthe second language (L2) which causes this teaching method to be characterizedas linguistic and cultural assimilation. Parallel to the practices in otherEuropean countries, the Intercultural Education approach has been adopted fordifferent cultural groups and with the law issued in 1996, 26 schools weregiven Intercultural School status gradually. Compared to the ratio of immigrantsin the country (10%), the number of these schools (0.17%) is very insufficient.For this reason, Intercultural Education, which should in fact be a commonground in the entire education system, is far behind in reaching the goal ofdeveloping social and cultural pluralism awareness in all students, not justforeign nationals.
Immigration is one of the most prominent phenomena inthe second half of the 20th century. The social structure of the countries thataccept immigrants has changed at the end of these immigrations andmulticulturalism became widespread. As the demands of the immigrant groups fromdifferent cultures have been difficult to be solved by the nation-statestructure, varied educational policies were implemented in order to ensure theirsocial integration. Intercultural education is one of these differenteducational approaches. Greece has distinguished as a country of immigrationsince the 1980s. The children of immigrant groups changed the student profilein Greek schools which made them gain a multicultural identity. One of the mostimportant obstacles to participation of the children with different mothertongues (L1) in the Greek education system was the Greek language which is theofficial language of the country and also the medium of teaching. Starting fromthe 1980s the government, in order to solve the problem, opened AcceptanceClasses and Preparatory Courses in schools, in which Greek and Greek cultureclasses is being taught intensively. In schools the mother tongue of foreignstudents is being ignored and the priority is given to the teaching of Greek asthe second language (L2) which causes this teaching method to be characterizedas linguistic and cultural assimilation. Parallel to the practices in otherEuropean countries, the Intercultural Education approach has been adopted fordifferent cultural groups and with the law issued in 1996, 26 schools weregiven Intercultural School status gradually. Compared to the ratio of immigrantsin the country (10%), the number of these schools (0.17%) is very insufficient.For this reason, Intercultural Education, which should in fact be a commonground in the entire education system, is far behind in reaching the goal ofdeveloping social and cultural pluralism awareness in all students, not justforeign nationals.
Açıklama
Anahtar Kelimeler
Kültürlerarası Eğitim, İkinci Dil (L2), Göç, Çok Kültürlülük, Yunanistan, Intercultural Education, Second Language (L2), Immigration, Multiculturalism, Greece
Kaynak
Trakya Üniversitesi Sosyal Bilimler Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
19
Sayı
2
