The aim of this paper is to discuss the importance of the teaching of the Greek language at advanced level for the maintenance and development of Greek Studies in the large diasporic societies of the Anglophone countries. Apart from reviewing parameters identified in existing literature, such as national policies and institutional changes affecting small programs, curricula and academic staff, factors that have facilitated and impeded an increase in the number of learners of Greek in higher education are examined, with a specific focus on the microanalysis of qualitative data. Drawn from questionnaires, observations and students' journals, these data point to a series of polarities existing within academic and ethnic settings that have an impact on both the quality and the level of proficiency of tertiary education offerings on Greek language in the English speaking countries.
|Number of pages||14|
|Journal||International Journal of Interdisciplinary Social Sciences|
|Publication status||Published - 2010|
Bibliographical noteCopyright Common Ground and The Author/s. Article originally published in International journal of interdisciplinary social sciences, 5:1, pp. 185-198. This version archived on behalf of the author/s and is available for individual, non-commercial use. Permission must be sought from the publisher to republish or reproduce or for any other purpose.
- Advanced greek language
- Anglophone diasporic communities
- Social background