Γλωσσική ποικιλότητα και εκπαίδευση: διγλωσσία, κοινωνική διγλωσσία, γλωσσικές στάσεις και προκαταλήψεις, ποικιλότητα και εκπαίδευση

Abstract

Every national language consists of many speaking varieties, idioms and structure, the use of which is proper for different communication circumstances, since it produces different meanings. According to glossology, no language of a some language community is richer or more correct than any other. But, school seems to ignore this finding, since it teaches one of the national language variations, considering it as the only whole version of speech.
The purpose of this article is to examine the subject of the language variation, of bilingualism, of diglossia, of language stances and prejudices in education, as well as the benefits in teaching when students gain knowledge about the language.
Initially, the central concepts are being described - language varieties, bilingualism, diglossia, language stances and prejudices, diversity and education. Subsequently, there is going to be a reference to the similarities and differences the foreign language speaking student and the native speaking student, speaker of a local or social variety of the Greek language, face.
A case of diglossia in education is being analyzed and a teaching intervention is being proposed, which contributes to the students’ awareness about the language varieties and the different dialect speaking student.
Finally, we conclude that school instead of stigmatizing and canceling the mother tongue, it should take advantage as the base for teaching the model language pattern. The teacher should rely on the linguistic knowledge students already process, grow these conquered linguistic and communication capacities and expand them, adding new.