| On a broader level, there need to be a shift in educational language policy in relation to Muslim minority students and their learning of Greek as a second language and English as a foreign language. Issues of multilingualism, of appropriate teaching material and/or textbooks, of teaching practices and approaches as well as of sufficiently-qualified educators need to be tackled on the level of central policy towards the minority students in Thrace. The extent to which the special language needs these students have, as a result of their multilingualism and of their language identities, are taken into consideration is a matter of educational policy, its affordances and perspectives as well as its long-term goals and aspirations. |
