Migrant Students’ Emotions and Perceptions of collaborative writing: The role of educational setting, educational level and (non-)migrant background

Anastasia Paspali; Despina Papadopoulou

doi:10.54475/jlt.2025.006

Authors

Anastasia Paspali Aristotle University of Thessaloniki, Faculty of Philosophy, School of Philology, Department of Linguistics, LingLab https://orcid.org/0000-0002-9389-9128
Despina Papadopoulou Aristotle University of Thessaloniki, Faculty of Philosophy, School of Philology, Department of Linguistics, LingLab https://orcid.org/0000-0002-3599-2842

DOI:

https://doi.org/10.54475/jlt.2025.006

Keywords:

migrant education, collaborative writing, dictogloss, language learning in migrant contexts, school setting, school level, migrant background, grammar teaching intervention, group work in formal education settings

Abstract

Within a socio-cultural framework of language teaching and a mixed methods design, the present study explores the emotional impact of collaborative writing activities on (non-) migrant students in formal education as well as their perceptions towards collaboration. The study examined whether emotions and perceptions about collaboration are differentially affected by educational level (primary vs. junior high school), educational setting (reception vs. mainstream class) as well as students’ background (migrant, non-migrant). The data were obtained by means of questionnaires and were analyzed both quantitatively by means of linear mixed-effects models and qualitatively by means of thematic analysis. The results revealed that students overall exhibited more positive than negative emotions. Even more, primary school students in the mainstream class exhibited weaker negative emotions compared to students in the reception class, and marginally stronger positive emotions and weaker negative emotions compared to junior high school students in the mainstream class. Primary school students in the mainstream class were the only group who did not exhibit negative emotions towards collaboration. Furthermore, junior high school students exhibited more negative emotions and reported more collaboration difficulties compared to primary school students, which could be associated with different conceptualization of group work among different ages as well as with different social group dynamics between the mainstream class of primary school and the mainstream class of junior high school along with different orientation of the school curricula.

Author Biographies

Anastasia Paspali, Aristotle University of Thessaloniki, Faculty of Philosophy, School of Philology, Department of Linguistics, LingLab

Dr. Anastasia Paspali is a post-doctoral researcher at the Aristotle University of Thessaloniki. She is a linguist focusing on Psycholinguistics, Language teaching and language acquisition, bilingualism, language processing, first and second language teaching as well as language disorders. She works on the EU-funded project ACTIN (Act and Connect for Integration: Language Learning and Cultural Awareness). Her PhD (2019, Summa cum Laude) from the Humboldt University of Berlin is on the acquisition and processing of gender agreement and agreement attraction in Greek monolinguals and heritage bilingual speakers. Her post-doctoral project “Acquisition and Processing of Voice: is non-active morphology a clinical marker?” received funding from the German research foundation (DFG 2021-2024, awarded to particularly qualified early-career postdoctoral researchers). She has worked as a lecturer and post-doctoral researcher at the Humboldt University of Berlin, the University of Konstanz, University of Crete, Aristotle University of Thessaloniki, and New-York College Thessaloniki. She has published articles in international peer-reviewed journals (e.g., Language Acquisition, Applied Psycholinguistics, Frontiers in Psychology, Glossa, etc).
Email: paspalia@lit.auth.gr
Despina Papadopoulou, Aristotle University of Thessaloniki, Faculty of Philosophy, School of Philology, Department of Linguistics, LingLab

Despina Papadopoulou is Professor of Linguistics at the Aristotle University of Thessaloniki and the Director of the School of Modern Greek Language. She is the principal investigator of the EU-funded project ACTIN (Act and Connect for Integration: Language Learning and Cultural Awareness). Her research interests lie in the areas of bilingual/multilingual development, second/foreign language acquisition and processing, and second/foreign language teaching. Over the last ten years, a considerable amount of her research and teaching has been devoted to migrant and refugee education, with particular emphasis on L2 learning and teaching. She participated in several research programmes on bilingual acquisition, language processing and second language acquisition, while recently she has been involved in MultiMind, a large-scale EU funded project on multilingualism that investigates among others second language acquisition and teaching in migrant and refugee children. She has designed and implemented a series of training programmes for educators who work with migrant and refugee populations in Greece, which are funded by Unicef (https://www.teach4integration.gr).
Email: depapa@lit.auth.gr

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