A Collective Case Study Of Greek Heritage Language Schooling in the United States

This qualitative collective case study includes six families (10 parents and 10 students) in sociocultural contexts of Archdiocesan Greek heritage language Afternoon/Saturday schools in the United States. Families were categorized according to their enrollment status (currently enrolled, pulled-out, and graduated) which allowed varied perspectives to emerge as to how students and parents experience Greek schools, with specific attention to language learning and learning through language. Through analysis, two themes emerged: a) School maintains language, and culture, religion, and identities through language and affords opportunities to form friendships that build community; and b) Instructional approaches for language learning influence learning experiences. Results indicate that generational and cultural changes over time and traditional instructional approaches, influence the level of priority placed on Greek school attendance. Overall, Greek school experiences initially begin as positive, and become more negative as families progress through grades. These negative sentiments stem from the academic aspect of language learning through traditional instructional approaches. The research study offers implications for school reform at a local level for individual schools and classrooms in relation to: a) teaching, specifically curriculum and instructional development informed by sociocultural theory and a learner-centered approach; and b) school organization and administration for teacher preparation, professional development, and funding. It also explores implications for future educational research through: a) comparative studies of regional Greeks schools and other ethnic schools in the United States; b) heritage language research on the effects of generational changes on instructional approaches and content learning, and homeschool partnerships for meeting families’ needs; c) assessment and evaluation of curriculum and instruction; and d) a course of study designed at a higher educational institution, specifically, for teaching Greek as a heritage language in the United States.