Vocabulary Teaching in Refugee Children within the Context of the Greek Formal Education

The aim of the present study is to investigate vocabulary teaching in children with refugee backgrounds. effectiveness three interventions—flashcards, pantomime, and use contextual cues—is examined within context formal primary education Greece. improvement children’s also assessed association factors related students’ background as well words taught. Thirty-three pupils from second sixth school grade attended interventions. Their first languages are Arabic, Farsi, Kurdish. According results, flashcards pantomime significantly improve language skills, while this finding does not apply intervention involving cues. Age found play a role only latter intervention, no was influenced by word category.