Abstract
This study examines how Japanese-background primary and secondary school students attending Greek schools experience belonging and academic participation, with particular attention to the affirmation of their bilingual and bicultural identities in everyday classroom life. Focusing on learners’ perspectives, it investigates the extent to which their linguistic repertoires, cultural knowledge, and lived experiences are acknowledged and mobilized as learning resources. Eighteen students participated in semi-structured interviews, and eleven produced identity texts that offered additional insights into their sense-making, self-representation, and educational experiences. Thematic analysis indicated that most students navigate schooling within predominantly monolingual and textbook-driven environments in which their Japanese language, cultural expertise, and transnational experiences remain largely peripheral. Moments of recognition-often arising from individual teachers’ initiatives-strongly contributed to students’ confidence, motivation, and sense of belonging; however, such instances were inconsistent and not embedded within school-wide practices. The findings underscore the need for more coherent, culturally sustaining pedagogies that validate students’ hybrid identities and create systematic opportunities for drawing on their cultural and linguistic resources within learning processes. By foregrounding students’ voices, this study highlights the importance of learner-centered, inclusive approaches in increasingly multicultural Greek school settings.
- Anthias, F. (2016). Interconnecting boundaries of identity and belonging and hierarchy-making within transnational mobility studies: Framing inequalities. Current Sociology, 64(2), 172–190. https://doi.org/10.1177/0011392115614780
- Bhattacharya, U., Jiang, L., & Canagarajah, S. (2020). Race, representation, and diversity in the American Association for Applied Linguistics. Applied Linguistics, 41(6), 999–1004. https://doi.org/10.1093/applin/amz003
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide.
- Chumak-Horbatsch, R. (2012). Linguistically appropriate practice: A guide for working with young immigrant children. University of Toronto Press.
- Christensen, L., & Aldridge, J. (2012). Critical pedagogy for early childhood and elementary educators. Springer.
- Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage.
- Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire (Vol. 23). Multilingual matters.
- Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). California Association for Bilingual Education.
- Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracies pedagogy. In Imagining multilingual schools (pp. 51–68). Multilingual Matters.
- Cummins, J. (2017). Teaching for transfer in multilingual school contexts. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education (pp. 103–115). Springer.
- Cummins, J. (2019). The emergence of translanguaging pedagogy: A dialogue between theory and practice. Journal of Multilingual Education Research, 9(1), 13–30.
- Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. Trentham Books.
- Cummins, J., Hu, S., Markus, P., & Montero, M. K. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555–581. https://doi.org/10.1002/tesq.241
- Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual Review of Applied Linguistics, 35, 36-56. https://doi.org/10.1017/s0267190514000191
- Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Springer.
- Dervin, F., & Simpson, A. (2021). Interculturality and the political within education. Routledge.
- Duff, P. A. (2012). Case study research in applied linguistics. Routledge.
- Duff, P. A. (2014). Case study research on language learning and use. Annual Review of Applied Linguistics, 34, 233-255. https://doi.org/10.1017/s0267190514000051
- Fargas-Malet, M., McSherry, D., Larkin, E., & Robinson, C. (2010). Research with children: Methodological issues and innovative techniques. Journal of Early Childhood Research, 8(2), 175–192. https://doi.org/10.1177/1476718x09345412
- Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early Child Development and Care, 175(6), 553–565. https://doi.org/10.1080/03004430500131338
- Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22-31. https://doi.org/10.1080/00405841.2019.1665411
- Fyssa, A., Vlachou, A., & Avramidis, E. (2014). Early childhood teachers' understanding of inclusive education and associated practices: Reflections from Greece. International Journal of Early Years Education, 22(2), 223–237. https://doi.org/10.1080/09669760.2014.909309
- García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
- García, O. (2017). Translanguaging in schools: Subiendo y bajando, bajando y subiendo as afterword. Journal of Language, Identity & Education, 16(4), 256–263. https://doi.org/10.1080/15348458.2017. 1329657
- García, O., & Wei, L. (2017). Translanguaging, bilingualism, and bilingual education. In The handbook of bilingual and multilingual education (pp. 223–240). Wiley.
- Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732x025001099
- Giannakou, A., & Karalia, K. (2023). Teaching the Greek language in multicultural classrooms using English as a Lingua Franca: Teachers’ perceptions, attitudes, and practices. Societies, 13(8), 180. https://doi.org/ 10.3390/soc13080180
- Gkaintartzi, A., Kiliari, A., & Tsokalidou, R. (2015). ‘Invisible’ bilingualism – ‘Invisible’ language ideologies: Greek teachers’ attitudes towards immigrant pupils’ heritage languages. International Journal of Bilingual Education and Bilingualism, 18(1), 60–72. https://doi.org/10.1080/13670050.2013.877418
- Gkaintartzi, A., Kostoulas, A., & Vitsou, M. (2024). Multilingualising Language Education: A teacher training programme for English as a ‘bridge language’ in early childhood education. Journal of Education and Training, 11(1), 59–78. https://doi.org/10.5296/jet.v11i1.21645
- Gkaintartzi, A., & Tsokalidou, R. (2011). “She is a very good child but she doesn’t speak”: The invisibility of children’s bilingualism and teacher ideology. Journal of Pragmatics, 43, 588–601. https://doi.org/10.1016/j.pragma.2010.09.014
- Gkaintartzi, A., Tsokalidou, R., Kompiadou, E., & Markou, E. (2018). Children’s bilingualism: An inspiration for multilingual educational practices. In The multilingual edge of education (pp. 235–260). Palgrave Macmillan.
- Hall, E. (2009). Mixed messages: The role of drawing in early education. International Journal of Early Years Education, 17(3), 179–190. https://doi.org/10.1080/09669760903424507
- Holliday, A. (2021). Intercultural communication: An advanced resource book for students. Routledge.
- Hornberger, N., & Link, H. (2012). Translanguaging in today’s classrooms: A biliteracy lens. Theory Into Practice, 51(4), 239–247. https://doi.org/10.1080/00405841.2012.726051
- Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project-based learning in primary schools: Effects on pupils' learning and attitudes. Education 3–13, 39(1), 35–47. https://doi.org/10.1080/03004270903179538
- Kaldi, S., Govaris, C., & Filippatou, D. (2018). Teachers’ views about pupil diversity in the primary school classroom. Compare, 48(1), 2–20. https://doi.org/10.1080/03057925.2017.1281101
- Kolluri, S., & Tichavakunda, A. A. (2023). The counter-deficit lens in educational research: Interrogating conceptions of structural oppression. Review of Educational Research, 93(5), 641–678. https://doi.org/ 10.3102/00346543221125225
- Kompiadou, E., & Tsokalidou, R. (2014). Identity texts: Their meaning for their writers and readers. Polydromo, 7, 43–47.
- Li, S., & Luo, W. (2017). Creating a translanguaging space for high school emergent bilinguals. The CATESOL Journal, 29(2), 139–162. https://doi.org/10.5070/b5.35997
- Maalouf, A. (2001). In the name of identity: Violence and the need to belong. Arcade Publishing.
- Maligkoudi, C., & Nikolaou, G. (2017). Teaching practices for teaching Greek as L2 to refugee children. In 16th International Conference of Greek Applied Linguistics Association (pp. 6–8).
- McDonough, J., & McDonough, S. (2014). Research methods for English language teachers. Routledge.
- Mertzani, M. (2023). Linguistic policy in Greece and teacher training in question. Debates em Educação, 15(37), e15115. https://doi.org/10.28998/2175-6600.2023v15n37pe15115
- Mikelatou, A., & Arvanitis, E. (2023). Pluralistic and equitable education in the neoliberal era: Paradoxes and contradictions. International Journal of Inclusive Education, 27(14), 1611–1626. https://doi.org/ 10.1080/13603116.2021.1904018
- Mills, C. (2008). Making a difference: Moving beyond the superficial treatment of diversity. Asia-Pacific Journal of Teacher Education, 36(4), 261–275. https://doi.org/10.1080/13598660802375925
- Motsiou, E., & Kostoulas, A. (2021). Εισαγωγή: Αναζητώντας τις σχέσεις ιδεολογίας, γλώσσας και εκπαίδευσης. In E. Motsiou et al. (Eds.), Ιδεολογίες, γλωσσική επικοινωνία και εκπαίδευση (pp. 9–31). Gutenberg.
- Natsi, I., & Vitsou, M. (2022). Teacher practices and perspectives regarding Japanese-background students in the Greek school. In Intercultural Education on the Move: Facing Old and New Challenges Conference Proceedings (p. 212).
- Ngo, B. (2013). Culture consciousness among Hmong immigrant leaders: Beyond the dichotomy of cultural essentialism and cultural hybridity. American Educational Research Journal, 50(5), 958–990. https://doi.org/10.3102/0002831213494262
- Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters.
- Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages. Applied Linguistics Review, 6(3), 281–306. https://doi.org/10.1515/applirev-2015-0014
- Paris, D. (2021). Culturally sustaining pedagogies and our futures. The Educational Forum, 85(4), 364–376. https://doi.org/10.1080/00131725.2021.1957634
- Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
- Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 34(5), 1189–1208.
- Peercy, M. M., Tigert, J. M., & Fredricks, D. E. (2023). Core practices for teaching multilingual students: Humanizing pedagogies for equity. Teachers College Press.
- Ryan, G. W., & Bernard, H. R. (2003). Techniques to identify themes. Field Methods, 15(1), 85–109. https://doi.org/10.1177/1525822x02239569
- Seltzer, K., & García, O. (2020). Broadening the view: Taking up a translanguaging pedagogy with all language–minoritized students. In Envisioning TESOL through a translanguaging lens: Global perspectives (pp. 23-42). Cham: Springer International Publishing.
- Steenwegen, J., Brummer, E. C., Clycq, N., & Vanhoof, J. (2025). Belonging across contexts: Constructions of belonging for minoritized children in two educational spaces. Children’s Geographies, 23(4), 450–466. https://doi.org/10.1080/14733285.2025.2532719
- Szelei, N., Tinoca, L., & Pinho, A. S. (2020). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 46(5), 780–796. https://doi.org/10.1080/19415257.2019.1642233
- UNESCO. (2018). Education and migration: Language, education and migration in the context of forced displacement. UNESCO.
- UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
- Vitsou, M. (2019). Το συναισθηματικό φίλτρο επίδρασης του Krashen… In E. Vasilakaki et al. (Eds.), Πρώτη γλώσσα & Πολυγλωσσία (pp. 11–127). Τύρναβος.
- Vitsou, M., Gana, E., & Papadopoulou, M. (2019). Drama pedagogy for refugee children. Babylonia, 3, 44–49.
- Vitsou, M., & Papadopoulou, M. (2020). Getting them back to class: A project to engage refugee children in school using drama pedagogy. Scenario, 14(2), 42–59. https://doi.org/10.33178/scenario.14.2.3
- Vitsou, M., & Papadopoulou, M. (2023). “At First it Was Like a Bridge Closed from Both Sides”: Pre-Service Teachers Participate in a Drama-Based Project with Refugee Children. In Education for Refugees and Forced (Im) Migrants Across Time and Context (Vol. 45, pp. 273-286). Emerald Publishing Limited.
- Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage
APA 7th edition
In-text citation: (Natsi & Vitsou, 2025)
Reference: Natsi, I., & Vitsou, M. (2025). Belonging and identity negotiation among Japanese-background learners in Greek schools.
European Journal of Education & Language Review, 1(1), Article 5.
https://doi.org/10.20897/ejelr/17642
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Natsi I, Vitsou M. Belonging and identity negotiation among Japanese-background learners in Greek schools.
European Journal of Education & Language Review. 2025;1(1), 5.
https://doi.org/10.20897/ejelr/17642
Chicago
In-text citation: (Natsi and Vitsou, 2025)
Reference: Natsi, Iliana, and Magda Vitsou. "Belonging and identity negotiation among Japanese-background learners in Greek schools".
European Journal of Education & Language Review 2025 1 no. 1 (2025): 5.
https://doi.org/10.20897/ejelr/17642
Harvard
In-text citation: (Natsi and Vitsou, 2025)
Reference: Natsi, I., and Vitsou, M. (2025). Belonging and identity negotiation among Japanese-background learners in Greek schools.
European Journal of Education & Language Review, 1(1), 5.
https://doi.org/10.20897/ejelr/17642
MLA
In-text citation: (Natsi and Vitsou, 2025)
Reference: Natsi, Iliana et al. "Belonging and identity negotiation among Japanese-background learners in Greek schools".
European Journal of Education & Language Review, vol. 1, no. 1, 2025, 5.
https://doi.org/10.20897/ejelr/17642
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Natsi I, Vitsou M. Belonging and identity negotiation among Japanese-background learners in Greek schools. European Journal of Education & Language Review. 2025;1(1):5.
https://doi.org/10.20897/ejelr/17642