Repository of DUTH

Greek teachers' attitudes towards creative writing as a technique of teaching Greek in the multilingual and multicultural classroom (Master thesis)

Τσιφτσής, Βασίλειος/ Tsiftsis, Vasileios

The objectives of this research is to investigate the attitudes of Greek teachers who teach at high schools and lyceums of Thrace towards the use of creative writing as a technique of Greek teaching in multilingual and multicultural classroom. More specifically, the aim is to capture their attitudes towards: (a) what creative writing is and in which language course (between Greek language and Literature) it is evaluated, (b) the benefits that the use of creative writing could have for the students of multilingual and multicultural classroom an especially for the emerging bilinguals (c) the role and the possibilities that greek teacher has in the context of creative writing in the multilingual and multicultural classroom and (d) whether greek teacher’ attitudes are differentiated based on demographic characteristics. A mixed method (quantitative and qualitative) was followed for the implementation of the research. The teachers’ views were collected through an electronic questionnaire and individual interviews. The sample of the questionnaire consisted of 236 greek teachers, who teach in high schools and lyceums of Thrace, while the interviews were provided by 6 greek teachers who teach in schools of Thrace. The research findings showed that greek teachers: (a) use creative writing more in the course of Literature, while among the textual types that can be produced in the context of creative writing, they mainly choose narratives ones or those that are characterized by a large form (story writing). (b) although they adopt a positive attitude towards the use of creative writing in the multilingual and multicultural class, they seem to define it as a guiding process with a playful character, (c) recognize its benefits for all students of the multilingual and multicultural classroom, but they don’t encourage emerging bilingual express themselves in their mother tongue and (d) face difficulties in implementing the intercultural approach in the multilingual and multicultural class. The above findings can be the springboard for the realization of focused trainings of greek teachers as well as for the formulation of didactic proposals with a focus on the use of creative writing for the essential cultivation of linguistic creative literacy in the multilingual and multicultural classroom.