Research Engagement Among Language Teachers for Refugees and Migrants in Greece

This study investigates research engagement among teachers specializing in language education for people with refugee and migrant backgrounds in Greece. Given the non-standardized and relatively unstructured nature of language education in such settings, it is expected that reading academic and professional publications (engagement with research) and conducting classroom-based inquiries (engagement in research) can provide structure and guidance to teaching practice. A questionnaire-based survey was conducted to document the teachers’ (N = 48) workplace conditions, personal factors, beliefs about research, as well as the features of research that they deem desirable and their actual research engagement practices. Although the data are inconclusive regarding the relative effects of each variable, they do suggest that teachers can be grouped into three profiles based on their perceived workplace conditions. Implications of this finding for providing targeted instruction are discussed.