Christina Maligkoudi
Biographic Data
| ID | 6175854 |
|---|---|
| NAME | Christina Maligkoudi |
| GIVEN NAMES | Christina |
| FAMILY NAME | Maligkoudi |
| SIGNATURE | MALIGKOUDI C |
| AFFILIATIONS | Democritus University of Thrace |
| ORCID | 0000-0002-4695-0496 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Family language policy in a minority context
The Pomaks of Thrace (Greece) are members of the (officially recognized as) Muslim Minority of Greek/ Western Thrace while the Pomak language stands under the “pressure” of two other dominant languages: Turkish, which is the language of the largest and more powerful part of the Muslim Minority in Thrace, and Greek, which is the language of the State of which they are citizens. This study examines family language policy within three Pomak-speaking…
Introduction to “Identity in Flux
Intercultural conflict is expressed as struggle due to a perceived incompatibility of values, norms, face orientations, goals, scarce resources, processes, and/or outcomes between at least two parties from different cultural communities in an interactive situation (Ting-Toomey and Oetzel 2001) [...]
Family language policy amidst conflict
Exploring Modern Greek as a Second, Foreign, and Heritage Language
Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy
This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of translanguaging pedagogy can facilitate language learning and encourage unaccompanied minor refugees to p…
Exploring teachers’ language attitudes in the context of a bilingual primary educational system
Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal operational dimensions, and teachers have been trained in a special tertiary school, their teaching ideologies…
‘Mothers have the power!’
Complementary schools are an important research area of Second Language Acquisition study, involving issues of identity, linguistic socialization, second language acquisition, linguistic hegemony, etc. This article looks at the Czech Complementary School in Thessaloniki, whose main purpose is the transmission of the Czech language and culture to generations to come. At the same time, the article attempts to highlight the attitudes, identities and…
Educators’ perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings
The past and current situation in Greece regarding the refugee crisis has created educators’ need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators’ employment of practices such as translanguaging and inclusion of students’ L1 in the creation of linguistic signs and …
Heritage language classes and bilingual competence
The present paper reports on a questionnaire survey conducted in the course of a broader research project on bilingualism (BALED). It compares two groups of Albanian immigrant parents in Greece with respect to their practices for supporting minority language development. The first group includes parents (N = 35) whose children receive systematic instruction in the heritage language; the other group (N = 167) comprises parents who do not send thei…
Family language policies among Albanian immigrants in Greece
This article reports on an investigation of family language policies among 37 Albanian immigrant families in Northern Greece within the framework of Spolsky's language policy model. Data collection was based on semi-directed interviews with parents which were analysed using both content and discourse analysis. According to our findings, three groups of families were observed in our sample. A small number of families (n=4) did not transmit the eth…
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Family language policies among Albanian immigrants in Greece
This article reports on an investigation of family language policies among 37 Albanian immigrant families in Northern Greece within the framework of Spolsky's language policy model. Data collection was based on semi-directed interviews with parents which were analysed using both content and discourse analysis. According to our findings, three groups of families were observed in our sample. A small number of families (n=4) did not transmit the eth…
Heritage language classes and bilingual competence
The present paper reports on a questionnaire survey conducted in the course of a broader research project on bilingualism (BALED). It compares two groups of Albanian immigrant parents in Greece with respect to their practices for supporting minority language development. The first group includes parents (N = 35) whose children receive systematic instruction in the heritage language; the other group (N = 167) comprises parents who do not send thei…
Educators’ perspectives on translanguaging schoolscape and language education for refugee students in Greek educational settings
The past and current situation in Greece regarding the refugee crisis has created educators’ need to apply new educational strategies to address refugee students, such as the use of translanguaging, linguistic landscape and schoolscape as pedagogical tools. That is why the present study attempts to reveal the degree of educators’ employment of practices such as translanguaging and inclusion of students’ L1 in the creation of linguistic signs and …
‘Mothers have the power!’
Complementary schools are an important research area of Second Language Acquisition study, involving issues of identity, linguistic socialization, second language acquisition, linguistic hegemony, etc. This article looks at the Czech Complementary School in Thessaloniki, whose main purpose is the transmission of the Czech language and culture to generations to come. At the same time, the article attempts to highlight the attitudes, identities and…
Enhancing L2 learning in a class of unaccompanied minor refugee students through translanguaging pedagogy
This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of translanguaging pedagogy can facilitate language learning and encourage unaccompanied minor refugees to p…
Exploring teachers’ language attitudes in the context of a bilingual primary educational system
Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal operational dimensions, and teachers have been trained in a special tertiary school, their teaching ideologies…
Exploring Modern Greek as a Second, Foreign, and Heritage Language
Family language policy amidst conflict
Family language policy in a minority context
The Pomaks of Thrace (Greece) are members of the (officially recognized as) Muslim Minority of Greek/ Western Thrace while the Pomak language stands under the “pressure” of two other dominant languages: Turkish, which is the language of the largest and more powerful part of the Muslim Minority in Thrace, and Greek, which is the language of the State of which they are citizens. This study examines family language policy within three Pomak-speaking…
Introduction to “Identity in Flux
Intercultural conflict is expressed as struggle due to a perceived incompatibility of values, norms, face orientations, goals, scarce resources, processes, and/or outcomes between at least two parties from different cultural communities in an interactive situation (Ting-Toomey and Oetzel 2001) [...]
Multilingual Education and Policy (8 works) · Pedagogy (6 works) · Political science (6 works) · Second Language Learning and Teaching (6 works) · Sociology (6 works) · Linguistics (5 works) · Psychology (5 works) · Language policy (4 works) · Ethnic group (3 works) · First language (3 works)