The COVID-19 pandemic has accelerated developments in distance learning thus leading to discussions related to the future of Greek language learning.
Sociologist and educator Maria Filio Tridimas spoke to Neos Kosmos about the prospects of online education in the field of Greek language and teaching. Following research as part of her postgraduate degree on “Economics of Education” at the University of Piraeus (Greece), the sociologist-educator states :sister school relations-between schools in Greece and Greek diaspora schools in Australia, aimed at promoting well-thought online peer mentoring programs, can make the difference in Greek language learning.
In the last few months, you have been undertaking a postgraduate research for Greek language learning and distance learning. Tell us, in a nutshell, what this has entailed.
My research is on the future of an innovative educational youth mentoring program “1-1” for Greek language learning between sister schools. According to the programme’s rationale, youth growing up in Greece and attending a Greek school undertake the role of mentoring young students of Greek heritage in Victoria learning Greek as a second language so that they can converse in the Greek language via the use of technology. It is my belief that students’ friendships and sister schooling for the promotion of online Greek language programs can make the difference. Sister school relations, between schools in Greece and Greek diaspora schools in Australia encouraging well-thought online peer mentoring programs, are part of the solution for Greek language learning since they create relationships of trust between teachers and provide many opportunities to students.
Which reasons led you to research this field?
The need for stimulating initiatives that reinforce young people’s interest in Greek while learning Greek as a second language was a strong motivation. An additional incentive was the successful two-year “1-1” peer mentoring pilot program entitled: “Melbourne-Athens: A journey of Friendship” from to 2016 to 2018. Founded upon the triptych: technology, “1-1” youth mentoring, and Greek language learning. The “Melbourne-Athens” program provided a unique opportunity for community between youth who live in Greece and youth in Australia. Acknowledging that young people learn effectively when they interact, the “Melbourne-Athens: a journey of Friendship” program encouraged active collaboration and mutual communication between peers for Greek language learning, receiving positive reviews and feedback from students, parents, and educators.
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To what extent was the pandemic’s effect on distance learning an additional stimulus for your research?
The rapid developments in online learning due to COVID-19 have intensified my research efforts. So did the Greek language schools’ responses to distance learning. When the “Melbourne-Athens: a journey of Friendship” program was implemented in 2016, many told me that the initiative was “ahead of its time”. Nowadays, the situation is a different one. Towards that end, it is important to undertake more research on the “Melbourne-Athens: a journey of Friendship” program, its opportunities, and the institutional environment in which the initiative can be implemented in the future.
University research on the online learning’s effect to students in mainstream schools during lockdown demonstrate strongly that many students experienced feelings of loneliness, isolation and routine while online due to the lack of human communication. Consequently, it is important to invest heavily on research that combines technology and human contact.
Thus, with your research you emphasise the importance of the technology, Greek language learning and friendship triptych?
Absolutely! Technology should not be a means to an end. Simultaneously, friendship (and mentoring) between youth supports and encourages learning. It is important to insist on the basic principles. Online quizzes, robotic responses that reward students when they get it right on an online activity is not necessarily distance learning. It is a tool for online learning but does not necessarily socialise students nor sensitise them. It is important to be alert, so that students do not disengage from the online learning procedure. It is essential to offer online learning that creates experiences to students. Feedback shows that online “1-1” peer mentoring contributes to learning by activating young people positively, creating interesting experiences, memories by strengthening students’ self-esteem and feelings of collectivity.
Can you tell us more about the sister schools’ role?
The “Melbourne-Athens: a journey of Friendship” program was piloted, on my initiative and brokering, with the participation of three schools: the Greek Community of Melbourne’s Language and Culture Schools, Psychico College’s High School (Hellenic American Educational Foundation, Greece), and Alphington Grammar (Melbourne, Australia). The Greek language issue has preoccupied me for a long time due to my family’s migratory trajectory, therefore while I was on leave from my teaching duties at the Hellenic American Educational Foundation, I created the program and coordinated its delivery.
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Its two-year pilot implementation demonstrated clearly that sister school relations provide the ideal environment to promote online Greek language learning programs. Traveling to Greece, organising camps for the Greek diaspora students provide an important incentive, but family and school resources do not allow students to enjoy them often. There are many students who learn the Greek language, without ever having the opportunity to travel to Greece. However, sister school relations between schools in Greece and Greek diaspora schools in Australia aimed at promoting well-thought online peer mentoring programs, provide the opportunity for Greek language learning to every Greek diaspora student. It is in our hands to make the difference. Towards that end, I would like to thank Neos Kosmos for its support of my research.