Making sense of the internal diversities of Greek schools abroad: Exploring the purposeful use of translation as communicative resource for language learning and identity construction

The chapter draws attention to the internal diversities within diaspora communities and how they are shaping community members’ negotiation of language repertoires and cultural practices (see also studies in Curdt-Christiansen and Wei, forthcoming). It contributes to a growing body of recent studies on Greek diaspora communities which have started to document the heightened internal diversities of Greek schools abroad and how these might be shaping and transforming pedagogic practices, language ideologies, and language policies as well as the mission and curricula of these schools (Damanakis et al, 2014; Panagiotopoulou et al, 2019; Skourtou et al, 2020). Additionally, the chapter extends studies on the use of translation in educational spaces by focusing on how teachers and students deploy acts of translation as communicative resource to co-construct new knowledge and negotiate new identity positionings in a community school context.