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Language Proficiency as a Factor in Academic Trajectory: (Bachelor thesis)

Ραντζάκη, Χρυσάνθη/ Rantzaki, Chrysanthi

This study examines the relationship between language proficiency and the academic performance of bilingual students from the Muslim minority of Thrace in higher education. It focuses on the participants’ language profiles, the difficulties associated with using Greek as the language of academic study, as well as the learning strategies and forms of support utilized to meet university requirements. The research follows a qualitative approach and is based on semi-structured interviews with bilingual students and graduates from the minority community. The data were analyzed using thematic analysis. The findings highlight that language proficiency is not a simple, uniform or linear factor in academic success. Fluency in everyday communication in Greek does not necessarily translate into academic language proficiency, with students facing difficulties in understanding scientific terminology, producing written text and actively participating. To bridge these gaps, they employ various compensatory strategies, such as targeted preparation, seeking clarification, translation, and utilizing support from fellow students or instructors. Bilingualism is primarily perceived as a cognitive, professional and cultural asset, though this does not negate the difficulties arising from unequal educational trajectories and limited institutional support. In conclusion, the research seeks to challenge the stereotype of a single “minority problem” by showcasing the diversity of different linguistic and academic experiences that require differentiated approaches. It is emphasized that meaningful inclusion and equality in education are not ensured solely through access to university but requires systematic and targeted systematic support for the academic language development of bilingual students.