Summary
Greece and the Greek diaspora constitute dynamic spaces of linguistic diversity in society and education. In a relatively short period, Greek society has undergone demographic, cultural, and social transformations due to ongoing waves of internal and external migration. Today, various culturally and linguistically diverse communities, such as migrants, repatriates, Muslims, Roma, and refugees, with their own diversities, represent dynamic and complex research fields as well as significant educational challenges. The Greek diaspora follows its own path in various forms around the globe.

In response to this increasingly heterogeneous environment, a series of national programs have been designed and implemented by the Greek state, universities, and other entities in recent decades in relation to migrant and repatriate communities, the Muslim minority of Thrace, Roma communities, the Greek diaspora, and refugees. These actions highlight and address issues of bilingualism, acceptance of otherness, integration, and intercultural awareness. Sometimes these initiatives start from society and lead to the classroom, while at other times they follow the opposite trajectory. The promotion of these actions is the main purpose of this publication.

Contents:
Preface || An overview of language, otherness, and education issues in Greece || Identity vs. Otherness: issues of recognition, management, and acceptance of otherness || Methodological adjustments in the study of migration issues: reflections on the approach and analysis of the narrative discourse of migrant students || The attempt to assert the Italian language over Greek as a means of political and cultural domination (Dodecanese 1912-1943) || Teaching Greek as a second/foreign language from the perspective of national and transnational discourse: proposals for language policy || Mother tongue as an asset and as a barrier: attitudes of educators of Greek as a second language in adult migrants || Can students' attitudes in Greece change towards the Turkish language and Turkish culture? An action research in a primary school in Volos || Attitudes towards language in Cyprus: construction of a questionnaire, data analysis, and issues of reliability and validity || Overcoming linguistic sexism in Greek public administration documents || Religious language and social interaction: from narrative discourse to power structures || Gender identities in the bilingual Greek and Turkish Muslim community of Rhodes, Greece || The otherness of humor in intercultural education: other realities, other identities, mutual understanding, and acceptance || Utilizing the cultural capital of students in an intercultural classroom || The inclusion of otherness in education as a process of maintaining difference || Days of intercultural exchanges: an effective way to empower students and their parents from different linguistic and cultural backgrounds || Intercultural communication and adult education: the example of lifelong learning seminars in the municipality of Rhodes || Interaction in a multilingual and multicultural environment: from how to why || The Zappeion School and the language problem in the education of the diaspora in Istanbul || Educating the third generation: issues of access, innovation, and motivation in teaching Greek in Canada || Interpersonal relationships between Roma and non-Roma students as a factor for inclusion in the school environment: a case study at the 1st Primary School and the 2nd Gymnasium of Agia Varvara, Attica || A comparative approach to the views of stakeholders regarding the outcomes of the "Roma Education Program". The case of the 10th Primary School of Mytilene || Learning, understanding, and communicating with the "other": an intervention for teacher training in minority schools of Thrace || The training needs of educators in secondary minority education: an empirical investigation in the two secondary minority schools of Xanthi and Rodopi || Bilingual minority education in Thrace from the perspective of educational policy and its efficiency in inclusion: responsibilities, attitudes, objections, and a pedagogical perspective || Developing communication skills of Roma students in standard Modern Greek: results from a compensatory teaching intervention || Identity texts and identification texts of kindergarten children and parents || The linguistic biography and the challenges of a multimodal narrative approach in a migration environment: research with students from primary schools in central Athens || The use of linguistic and intercultural biographies in the emergence of multilingual competence: its integration into the training of language teachers || Everyday oral storytelling (personal experience narratives – pens) and identities: excerpts from the academic community practice at the Aegean University || Homogeneous educational material for heterogeneous linguistic classes: differentiation and literacy || The gradation of vocabulary in curricula for teaching Greek as a second language || The contribution of critical literacy to teaching foreign languages: a proposal for a teaching intervention regarding the representation of Greek reality in the Spanish press || Greek language, ellhnikh glwssa, eliniki glosa or something else? Diversity in the use of Greeklish as a daily communication tool via the internet || The pedagogical role of children's literature and activity plans in foreign language learning in primary education || Differentiation of teaching in the electronic learning environment and teaching Greek as a second language of EDIAMME || The Sky-Flowers: a creative learning community || Exploring cognitive styles in the Greek academic environment || Linguistic diversity: awakening and teaching/learning languages || The effectiveness of differentiated teaching for children with dyslexia in the Modern Greek literature lesson of the 1st Lyceum: a case study || The counseling dimension of the teacher's role as a factor for empowering children with emotional difficulties || Teaching language in inclusive classes within the mainstream secondary school: a case study of a student with mild mental disability in Rhodes, Greece || Language in the science club: an interdisciplinary approach || Music as a bridge between language, otherness, and education: the case of the Music School of Rhodes.