


































Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 1, No. 2, 2020 

www.scholink.org/ojs/index.php/fce 

1 
 

Original Paper 

Images of the “Other” in English Textbooks for High School 

Education 

Stella Theologou
1*

 & Maria Dimasi
1
 

1 
Department of Languages, Literature and Culture of the Black Sea Countries, Democritus University 

of Thrace, Komotini, Greece  

*
 Stella Theologou, e-mail: stella_theologou@hotmail.com 

 

Received: July 21, 2020      Accepted: August 11, 2020    Online Published: September 13, 2020 

doi:10.22158/fce.v1n2p1              URL: http://dx.doi.org/10.22158/fce.v1n2p1 

 

Abstract 

The goal of this paper is to analyze the ways in which the “other” is portrayed and formalized in 

compulsory schooling in an institutionalized manner. The research methodology used is qualitative and 

quantitative content analysis of the teaching material. Certain attitudes towards “other” cultures 

among societal groups are often the result of their conception of alterity, of their identity and the 

relation between them. These representations have become a culture on its own right, giving birth to a 

categorization of people within the same society and of peoples of the world. This paper will attempt to 

reveal the way this dichotomy between the “self” and the “other” operates and will analyze the way 

alterity is managed in the textbooks. 

Keywords 

the other, high school textbooks, English language, alterity 

 

1. Introduction 

The present study aims at examining the content of the English high school textbooks used in Greece, 

in order to register incidents that portray the image of the “other” and to perform a quantitative and 

qualitative analysis of these incidents 

Taking into consideration the major role school textbooks play in the teaching and learning process 

(Bonidis, 2004; Johnsen, 1993; Oates, 2014, p. 5; Pingel, 2009, p. 7) and that textbook research aims to 

“promote international understanding”, particularly when textbooks contain “one sided images” (Pingel, 

2009, p. 8), it is of the utmost importance to study the “normative function” (ibid.) of English language 

textbooks in compulsory secondary education as they convey a global understanding of “the rules of 

society as well as norms of living with other people” (ibid., p. 7). In the case where there is only one 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

2 
Published by SCHOLINK INC. 

available for the teacher to use in class-as is the case in Greece-, it is evident that many ardent 

questions arise, such as: do the high school textbooks for teaching English in Greece cater for all 

students, such as immigrant, minority students, students with special abilities as well as disadvantaged 

students, both socially and financially, or for the needs of students that live in isolated agricultural 

communities far from the urban centers? Are these textbooks appropriate for all these diverse kinds of 

students? How do these textbooks deal with issues of alterity -national, ethnic, religious, linguistic, 

cultural, social (Cummins, 2003; Dimasi, 2002, pp. 55-56; Gkotovos, 2002, pp. 59-60)? What is their 

contribution towards a more intercultural treatment of the multicultural profile of the Greek classroom 

and its cultural diversity? Does the teaching that takes place in the Greek high schools take into 

consideration and focus on a) cultural knowledge (values, microculture and macroculture, habits, pop 

culture, arts etc.), b) social issues and people‟s attitudes, stereotypes and prejudices, and finally c) 

interpersonal relations between different ethnic, social, cultural groups? To what extend is the “other” 

visible in the texts and in what ways are the diverse cultures represented? 

These questions have been a research field of great interest since published papers on the textbook 

series used for teaching English in primary school education proved that there was little integration of 

multicultural issues in the textbook content (Dimasi & Zafiri, 2009, p. 117; Zafeiriadou, 2010, p. 134).  

This paper analyzes the way textbook images and text language, both provide and limit knowledge of 

different people and societies. Text and images are considered a means of representation as they reflect 

the political discourse concerning what it is possible to think and say about people and societies in 

relation to people‟s attitudes towards the cultural or ethnic “other”. 

 

2. Issues of Alterity, the “Other” and the “Self” 

Before proceeding with the analysis of the textbooks it is required that certain clarifications should be 

made regarding the definition of the “other”, the perception of the “self”, “alterity” as a notion and the 

interaction between the “other” and the “self”.  

The “other”, as defined in the dictionary, is “the „additional or extra‟, or „alternative‟, or „different type 

of‟ (Note 1). It is closely linked to the notion of alterity which is “the quality or state of being radically 

alien to the conscious self or a particular cultural orientation” (Note 2) and this differentiation involves, 

among others, geographical areas and other cultures (Riboli, 2005, p. 145). Similarly, the “other” is “an 

individual who is perceived by the group as not belonging, as being different in some fundamental 

way” (ibid.). What is more, otherness “within our national geographical boundaries on the other hand 

requires a re-definition of national identity” (Byram, 1989, p. 26).  

Alterity is considered a basic parameter of everyday life (Tsoukala, 2010, pp. 103-104) and is the result 

of constant change on a global level (Soulioti, 2005, p. 21). Its definition stems from its dialectical 

relation with something other, either conscious or unconscious (Gkotovos, 2002, p. 16) or with identity 

(Konstantopoulou et al., 2000, p. 11; Aravani, 2015, p. 3). Alterity is considered either internal (in the 

case of minorities sharing the same culture or the same country) or external (in the case of groups of 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

3 
Published by SCHOLINK INC. 

people from distant places carrying different cultures) (Rimpoli, 2006, p. 144). 

In the case of the textbooks analysed, the “self” is seen in reference to Greece and Greek culture, it is 

perceived as the “we” and the “us” in the texts while the “other” is considered to refer to different 

nationalities, languages, and to religious, ethnic and cultural minorities, to people with special abilities 

or appearance. 

 

3. Textbook Analysis  

In this paper, textbook analysis has been carried out using a particular set of criteria that includes both 

texts and the visual images accompanying them as they are of equal importance for the teaching 

process (Theologou, 2017, pp. 462-463) and for the representation of alterity. Thus, qualitative and 

quantitative analysis has been made using the following set of criteria: 

A) Qualitative: 

1) Origin/ethnicity 

2) Language/communication between people or students from different countries 

3) Leisure, celebrations 

4) Education 

B) Quantitative: Number of references in 

1) sketch 

2) photo 

3) word 

4) phrase 

5) text/literary text 

The qualitative set of criteria refers to specific content elements present in the textbooks, while the 

quantitative set of criteria involves the numeric reference of the relevant text and image representations 

used in the textbooks. 

3.1 Research Methodology 

The method used for this research is “content analysis” as it deals primarily with the content of the 

course books. Content analysis was chosen because it is considered the most appropriate for the 

analysis of all text types as it poses questions which aim at a quantitative classification of the 

hypothesis and deals with a specific system of categories, which secure objectivity, systematisity, 

quantitivity and the generalization of the results (Ahlis, 1996, p. 23, p. 91; Vamvoukas, 1998, p. 264; 

Dimasi, 2002, pp. 60-61; Dimasi, 2012, pp. 35-36). The resulting categories of the analysis were 

utilized in a way which facilitated the interpretation and evaluation of textbook content.   

3.2 Research Hypothesis and Categorization  

The hypothesis of this research is determined as follows: The textbooks used for teaching English as a 

foreign language in secondary compulsory education function both as tools which promote a particular 

image of the “other” and as determining factors in the formation of students‟ perception of alterity. 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

4 
Published by SCHOLINK INC. 

Through the use of language and visual images, they introduce elements of the country in which the 

language is spoken and written -in this case the UK-but they also introduce elements of other cultures 

and languages. Since the textbooks are designated for use within the Greek educational system, they 

are expected to include cultural elements that refer to Greece as well. Also, it is expected that there 

would be reference to other countries around the world as the English language is considered a global 

tool for international communication, a global lingua franca (McKay, 2018, p. 9; Zhichang, 2018, p. 

102). At the same time, the textbooks are expected to include reference to foreign, minority, immigrant 

students from the former USSR and the Balkans and to cultural elements related to their identities, as 

these students attend Greek schools and are part of the educational system (Note 3). 

The paper aims to analyze how ethnic and cultural alterity is presented, i.e., what knowledge and facts 

about the “other” are portrayed in the textbooks so that conclusions can be drawn in relation to what 

norms and values about alterity are being communicated. How the “other”, which forms a permanent 

part of society in Greece, is reflected and handled in the textbooks used for teaching English as a 

foreign language at school.  

The categories used to analyze the textbooks have been initially determined, to a certain extent, by the 

research hypothesis and were concluded upon by the study of the textbook material. Therefore, the 

process followed in the formation of the categories for the analysis is deductive. The findings were 

categorized in thematic areas and were presented in tables and graphs. The tables include the x axis and 

the y axis. The x axis is defined in terms of the cultural area studied while the y axis in terms of the 

type of reference encountered in the textbooks. 

More specifically, the subcategories of the x axis are the following:  

a. Origin-ethnicity, which includes all reference to a particular national or ethnic origin including 

people‟s names, names of countries, reference to cities or sights in different countries. Dress which 

reflects ethnic or cultural origin is also taken into consideration.  

b. Languages, which includes reference to people‟s language 

c. Leisure-celebrations-art, which includes cultural elements such as culture-specific or 

country-specific religious or other festivals and the food associated with them, hobbies and habits as 

well as free-time activities, artistic and literary creation. 

d. Education includes the subjects of the curricula in different countries, students‟ interests and 

activities at school, projects and all aspects of school life. 

The subcategories of the y axis are: Sketch, Photo, Word, Phrase, Text (including literary text). Sketch 

includes those pictures in the illustration of the textbooks that are sketches and map drawings. Photo 

includes all pictures that are photographs. The Word subcategory includes all one-word phrases while 

Phrase includes references of two or more words. Text is longer than Phrase and includes the main 

texts of the units in the textbooks including literary texts, songs and poems. 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

5 
Published by SCHOLINK INC. 

A further categorization relates to the type of reference encountered in the textbooks. Reference to 

another culture, origin, ethnic group can be positive, neutral or negative. Positive reference 

accommodates for cultural inclusion and acceptance of alterity which is, thus, considered a cultural 

asset. Neutral reference is the unsigned “other”, the “other” without any evaluative connotations 

attached. Negative reference attaches a negative connotative value to the portrayal of the “other”, 

which is regarded as undesirable and marginalised (Cummins, 2005, p. 65). 

  

4. The Findings 

The five textbooks used for teaching English in compulsory secondary education are called “Think 

Teen” and cater for different levels. There are two textbooks used for 1
st
 grade, one for elementary and 

one for advanced level students, similarly, two for 2
nd

 grade, one for elementary and one for advanced 

students. For 3
rd

 grade students, the same book is used for both levels.  

4.1 Grade 1-Think Teen-Advanced Level 

4.1.1 Quantitative Analysis 

The quantitative analysis of grade one, advanced level textbook can be seen in Table 1. The textbook 

was studied in terms of elements that reflect alterity and relate to other cultures with the point of 

reference being the Greek culture. 

 

Table 1. “Think Teen” 1st Grade of Junior High School Student’s Book Advanced 

x\y Sketch Photo Word Phrase Text Total 

Origin, ethnicity  23 40 18 33 16 130 

Language, communication 3 10 16 26 5 60 

Leisure, celebrations, art  3 18 5 20 5 50 

Education  34 27 3 36 17 117 

TOTAL 63 95 42 115 43  

Note. x: cultural elements of alterity/y: field of  reference. 

 

In terms of ethnicity and origin there are 130 references, 117 references to matters of education, 60 to 

language/communication and 50 to free-time activities, festivals and artistic creation as well as famous 

artists. The results show that the textbook includes a large number of references to different countries 

and their cultural elements.  

 

 

 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

6 
Published by SCHOLINK INC. 

4.1.2 Qualitative Analysis 

4.1.2.1 Text 

The vast majority of the texts (including words, phrases, and longer texts) refer to Greek children using 

very common Greek names such as Maria, Magda and Yiannis (p. 5, p. 49, p. 75) and to their everyday 

school reality and interests (p. 6). Alongside Greek children, living in metropolitan cities of the 

mainland such as Nafplio and Athens (p. 8, p. 59, pp. 93-94), there is an extended reference to the UK 

and English children (pp. 15-16, p. 27). In particular there is a whole lesson devoted to the UK (pp. 

71-72) but there are also disperse references to English culture (p. 33, p. 45, p. 79, pp. 103-104), habits 

(p. 29, p. 35) and sights in the UK (p. 63, p. 110).  

Greek children most often interact with children from the UK via mails (p. 9), common projects and 

activities such as magazine quizzes and school newspapers (p. 101, p. 117). Reference to Greek culture 

is made alongside English culture drawing conclusions on their cultural similarities and differences, 

regarding school timetables (p. 10, p. 17), museums (p. 64) or food (p. 29, p. 32), trips, clubs (pp. 15-16, 

p. 19), volunteering (pp. 89-90). Environmental issues (p. 54, pp. 83-84) and students‟ problems (p. 27, 

pp. 34-35) are presented in the form of “compare and contrast” between the two countries. Books and 

texts are written by English authors (pp. 20-21, p. 128). 

American culture is quite present as well. The computer games mentioned are all related to mainstream 

American filmography (p. 37), some of the children involved in the activities are American and there is 

also reference to Hollywood, the Oscars, and American music awards (pp. 119-120), comic heroes (p. 

43, p. 45).  

Western European countries such as Italy (p. 28), France (p. 9), Germany (p. 20, p. 45, p. 127) are also 

frequently mentioned, mostly in relation to mail correspondence as children from Europe appear to be 

communicating with Greek children via e-mails (p. 9, p. 20, p. 103, p. 136). The country reference can 

be seen in Figure 1. where the majority of references (142) involve the UK, followed by Greece (70), 

although there is a significant numeric difference between them. 

 

 

Figure 1. Country Reference in Think Teen for Grade 1-Advanced Level 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

7 
Published by SCHOLINK INC. 

As far as the rest of the world is concerned, there is scarce reference to Asian countries such as China 

(p. 32), Indonesia (p. 32, p. 37) -a girl, Silou, is from there- and poor villages in India (p. 14). There is 

little reference to South America as only Brazil is mentioned (p. 23).  

Eastern European countries or to countries in the proximity of Greece are excluded, there is no 

reference to them. This is quite surprising if we take into consideration that the majority of students in 

multicultural classes in Greek schools actually come from these countries. Children from these 

countries are hardly present in the textbooks (Figure 1), or seen interacting with greek children in an 

intercultural or transnational setting, as is the case with children from western european countries or the 

UK. In other words, the emphasis in this book is on Greece and its culture with the UK as the 

significant, linguistically and culturally desired, other.  

4.1.2.2 Pictures  

The children portrayed in the pictures (sketches and photos)-with few exceptions, such as a picture of 

an Indian child (p. 14), an Indonesian girl (p. 101) and another one of a Chinese child (p. 32) -are 

western European, mainly English and Greek (p. 1, p. 5, pp. 101-102, p. 106). There are pictures with 

Greek sights (pp. 96-97) and snapshots from everyday school and family life in Greece (p. 3, p. 27). 

UK and western European setting is predominant (p. 64, p. 74, p. 102) but there is reference to the US 

and Dubai (p. 56, p. 74).  

4.1.3 Conclusion 

The “self” in the particular textbook is the student of Greek origin living in one of the urban centres in 

mainland Greece. The “eye” of the “I” is to the best part western European in terms of school activities, 

teen matters, habits and routines. What one can see in the book is Greek students interacting almost 

exclusively with other western European students. There is no reference to any other students that are 

part of the Greek educational system and the multicultural class setting, there is no reference to any 

other ethnic or minority group, to immigrant students. There are no instances that show social 

interaction with students of different cultures or ethnic origins that actually exist in Greek classes, there 

are no roles assigned to them and no reference to their habits, their everyday routines or to their teen 

reality. 

 

Table 2. “Think Teen” 1
st
 Grade of Junior High School Student’s Book Advanced 

x\y Neutral reference Negative reference 

Origin, ethnicity 130 1 

Languages, communication 60 0 

Education 117 2 

Leisure, celebrations, art 71 0 

Total 318 3 

Note. x: cultural elements of alterity/y: field of reference. 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

8 
Published by SCHOLINK INC. 

It is important to be noted, however, that almost all references to cultural elements of alterity is neutral 

as seen in Table 2. Reference to the “other” culture is not made on a discriminatory basis, students 

interact with each other as part of their everyday life even though they live in different countries. There 

is no implication of a lesser culture or ethnic group whenever these other cultures or groups are 

presented in the textbooks there are, however, implications of poor educational facilities in African 

countries. 

4.2 Grade 1-Think Teen-Elementary Level 

4.2.1 Quantitative Analysis 

The quantitative analysis of the grade one, elementary level textbook for teaching English in Greek 

high school can be seen in Table 3. 

 

Table 3. “Think Teen” 1
rd

 Grade of Junior High School Student’s Book Elementary 

x\y Sketch Photo Word Phrase Text Total 

Origin, ethnicity  6 46 35 16 22 125 

Languages, communication 8 6 35 38 6 93 

Education 13 5 14 13 4 49 

Leisure, celebrations, art 24 31 31 55 12 153 

Total 51 88 115 122 44  

Note. x: cultural elements of alterity/y: field of reference. 

 

In terms of ethnicity and origin there are 125 references. There are 49 references to matters of 

education, 93 to languages and 153, which is the vast majority to free-time activities, celebration and 

art. The results show that the textbook includes a large number of references to countries other than 

Greece and their cultural elements.  

4.2.2 Qualitative Analysis 

4.2.2.1 Text 

The philosophy underlying the compilation of this book is similar to the advanced-level textbook for 

the 1
st
 grade. The focus is either on Greek children or UK students (pp. 2-3), their everyday school 

activities (p. 5) and interests, such as music (p. 57) which is directly related to the UK, English songs (p. 

66) and famous British rock bands such as the Beatles (p. 56). Students from western european 

countries send mails to UK students (p. 18, p. 46, pp. 53-54), organize common projects and activities 

such as recycling (p. 50), writing articles for their newspaper and surfing the net while reference to 

greek culture, particularly in relation to Athens, is made alongside english culture, such as english 

cooking (p. 35) or uniforms worn in UK schools (p. 73, p. 79). Greek students travel to London (p. 67) 

and visit the sights (p. 111) or write articles about natural sights in the UK (p. 88). English literary texts 

are part of the teaching material of the textbook (p. 14, pp. 103-105). 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

9 
Published by SCHOLINK INC. 

Reference to other English countries such as the US and Australia (p. 31) is limited (24 references) as 

seen in Figure 2 in comparison with the UK (109 references) and Greece (45). Renowned American 

films are mentioned (p. 91) and there is a text about NASA (pp. 97-98, p. 101). Western European 

countries, such as Italy, France (p. 27), Spain, and Portugal are the countries of origin of the students. 

Students from these countries appear to interact with Greek students and to organise joint activities (p. 

127).  

 

 

Figure 2. Country Reference in Think Teen for Grade 1-Elementary Level 

 

As far as the rest of the world is concerned, there is a whole page in the book entitled “Friends from 

around the world” (p. 9), however, these friends are solely from western European countries such as 

Portugal (p. 9, p. 84), the UK and Italy. Reference to the rest of the world is limited to Israel, Egypt, 

Venezuela (p. 85), Argentina, the Bahamas and China (p. 12, p. 16). School uniforms are discussed in 

relation to Greece, the UK and other countries around the world, such as Japan, Canada, Australia (p. 

80) and Indonesia. Indonesia is the non-European country that is most frequently mentioned in the 

textbooks. There is a case where an American and an Indonesian student communicate through e-mail 

with an English student (p. 57). The Indonesian student is mentioned occasionally in the textbook 

interacting with a Greek student (pp. 67-68, p. 109). It should be noted that it is not common for 

Indonesian students to attend Greek schools while students from eastern European countries or balkan 

countries are part of the Greek classrooms. It is clear that students of different cultural, social, ethnic, 

religious or linguistic backgrounds which inundate Greek schools are totally absent from this school 

textbook as well.  

4.2.2.2 Pictures 

Pictures reflect everyday instances of teen students mainly in Greece. There are pictures showing sights 

and landmarks in the UK (p. 42, p. 70, p. 111) as well as famous paintings from Greek, English and 

western European artists (p. 45, pp. 128-131). There is also a picture of an Indonesian girl (p. 2, p. 69). 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

10 
Published by SCHOLINK INC. 

4.2.3 Conclusion 

The “self” in this particular textbook is the student of Greek origin living in a large Greek city such as 

Athens or Nafplio. Greek students are invited to interact with students from the UK with reference to 

Greek culture and habits either in the form of comparison or similar practice. An Indonesian student is 

also involved in their activities and shares their habits and culture. School issues, teen problems and 

habits reflect students‟ lives in western Europe, such as Italy, France and Portugal, with the emphasis 

on Greece and the UK. Students with eastern European backgrounds or from the rest of the world are 

essentially non-existent.  

What is more, there is no reference in the textbook to students that live in isolated agricultural 

communities and there are no pictures of them. The students that interact with each other live in cities 

and use technology and computers. They travel to the UK, particularly to London, read English books 

or watch American films. It could hardly be argued that the textbook favours multiculturalism or 

appreciates alterity, as even in the cases of the non-European students mentioned the point of reference 

is either english or greek culture. 

Though the textbook includes references to other countries, cultures, peoples, the focus is on Greece, 

Greek education and culture as well as the UK, English culture and education. Students from these 

countries communicate, compare and contrast elements of their lives and realities. In these dialogue 

between the texts and the readers-writers of the texts no reference is made to expatriate students from 

the former USSR, immigrants from the Balkan countries, minority students (muslim, Rom), reference 

to their physical space or experience is absent although these students are present in Greek classrooms.  

 

Table 4. “Think Teen” 1
rd

 Grade of Junior High School Student’s Book Elementary 

x\y Neutral reference Negative reference 

Origin, ethnicity 124 1 

Languages, 

communication 
93 0 

Education 45 4 

Leisure, celebrations, art 153 0 

Total 415 5 

Note. x: cultural elements/y: field of reference. 

 

Almost all references are neutral as seen in Table 4, there are only three negative references and these 

involve poor educational facilities in African countries. Students are seen to interact with each other as 

part of their everyday life even though they live in different countries. There is no implication of a 

lesser culture or ethnic group whenever these other cultures or groups are presented in the textbooks. 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

11 
Published by SCHOLINK INC. 

4.3 Grade 2-Think Teen-Advanced Level 

4.3.1 Quantitative Analysis 

The quantitative analysis of the grade two, advanced level textbook can be seen in Table 5. 

 

Table 5. “Think Teen” 2
nd

 Grade of Junior High School Student’s Book Advanced 

x\y Sketch Photo Word Phrase Text Total 

Origin, ethnicity 44 39 17 30 28 158 

Languages, communication 8 3 19 16 7 53 

Education 1  4 5 1 11 

Leisure, celebrations, art  18 29 15 13 11 86 

TOTAL 71 71 55 64 47  

Note. x: cultural elements of alterity/y: field of reference. 

 

There are 158 references to ethnic origin, 49 references relate to matters of education, 93 to languages 

and 153, which is the vast majority, to free-time activities, celebrations and art. The results show that 

the textbook includes a large number of references to different cultural elements. 

4.3.2 Qualitative Analysis 

4.3.2.1 Text 

The 1
st
 unit introduces students to diversity and encourages them to talk about people from different 

parts of the world such as China, France, Australia and Italy (pp. 9-10) and their differences in physical 

appearance in relation to the area of the world they live. There are two texts about a Japanese and a 

French student (p. 11). Also there are texts about landmarks from around the world such as Agia 

Sophia and Sydney Opera (pp. 20-21, p. 23). At the end of the unit there is a multicultural fair that 

involves people from around the world (Dubai Borneo, Brazil Mongolia, Saudi Arabia). Another unit is 

about ancient times so the focus is on ancient Greece, Rome and ancient Egypt (pp. 26-42).  

Apart from these, all the other texts (including words, phrases, and longer texts) and their 

accompanying activities still involve western European students with the emphasis on the UK or 

Greece. Greek islands such as Crete and Skiathos (p. 44, p. 51) are frequently mentioned which marks 

a shift from Athens to smaller cities around Greece (p. 112). Greek students write letters or e-mails and 

postcards to students from the UK (p. 56, p. 141, p. 146, p. 148) and collaborate in joint ventures (p. 

135). There are English journalists (p. 71), English teachers (p. 66), news sites (pp. 58-59), English 

theme parks (p. 53). The magazine or newspaper articles adapted for the reading comprehension 

activities are all from UK press such Eurosport UK (p. 59), or American press such as Reader‟s Digest 

(p. 40, p. 77), NY Times (p. 70), People magazine (p. 124) and to a much lesser extent from greek 

press such as Kathimerini (p. 112). There is reference either to English or Greek literary tradition and 

artists such Shakespeare and Kavafis (pp. 94-98, p. 127, p. 149). The food described is English-specific, 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

12 
Published by SCHOLINK INC. 

introduced by the renowned English chef Jamie Oliver (pp. 104-105), or traditional Greek (p. 107) and 

even a project assigned to Australian students is about greek students‟ eating habits (p. 102). 

Singapore and Brazil (p. 131) and school life in Finland is described in detail (p. 67) and that concludes 

the representation of other cultural and ethnic communities. Greek students are supposed to write 

e-mails to Swedish students to help them with their projects about Greece (p. 38). There is also a text 

about Beijing but in relation to the Olympic games which is an indirect reference to Greek culture (p. 

59). 

 

 

Figure 3. Country Reference in Think Teen for Grade 2-Advanced Level 

  

As is seen in Figure 3 the vast majority of country reference (96 instances) involves western Europe 

followed by Greece (50 references) while in this textbook the UK comes third with 42 references which 

is a large number since the rest of the country reference involves continents or groups of countries. 

4.3.2.2 Pictures 

As far as the pictures in the textbook are concerned, they portray elements of Greek or UK culture, 

mostly sights, famous people and teenagers from both countries. There are few pictures portraying 

people from different parts of the world. More specifically, there are pictures of Chinese, Indian and 

african students (pp. 9-10, pp. 12-13) but they are mostly limited to the first unit which is about 

diversity-apart from that there is only one picture showing an African school (p. 74). There are also 

pictures in the same unit showing world famous non-European landmarks (pp. 19-21), further than that 

only one other picture, showing a Japanese master structure, exists in the whole textbook (p. 54). The 

rest of the pictures in this textbook are related to western Europe, its people, landmarks and artistic 

creation.  

4.3.3 Conclusion 

Thus, it is noted that the portrayal of the students in the Greek school textbooks for grade 2 advanced 

level remains the same as the one in the textbooks used for 1
st
 grade. The names used are Greek, for 

instance Markos, Lena, Myrto, Stefanos, or English ones, such as Jason and Claire from the UK 

respectively. Their interaction is almost exclusively carried on with their friends from the UK -there are 

no other European peers to do joint activities or exchange mails or children from any other part of the 

rest of the world either. The countries of interest are Greece as a point of reference, the UK as a 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

13 
Published by SCHOLINK INC. 

counterpart and on a marginal level Australia, China, Russia and Brazil. There is reference to eminent 

Greek artists, such as Elytis, Mytaras, Moralis, Kavafis and some others but with the exception of 

Stravinsky, there are only western European artists such as Picasso, Vivaldi, Millet, Beethoven and 

Shakespeare. 

However, of the five textbooks used for teaching English in high school, the grade 2 advanced level 

Think Teen is the only one with a unit about diversity which includes reference to people and countries 

outside Europe and to non-european cultures and habits. 

 

Table 6. “Think Teen” 2
rd

 Grade of Junior High School Student’s Book Advanced 

x\y Neutral reference Negative reference 

Origin, ethnicity 156 2 

Languages, communication  53 0 

Education  10 1 

Leisure, celebrations, art  86 0 

TOTAL 305 3 

Note. x: cultural elements of alterity/y: field of reference. 

 

Almost all references to cultural elements of alterity is neutral as seen in Table 6, there are only three 

negative references and these involve African children that have to fetch water from the spring or that 

attend crowded classes with no space on their own. Reference to the other cultures is not made on a 

discriminatory basis. Students from different countries interact with each other as part of their everyday 

life, however, most communication involves greek and english students.  

4.4 Grade 2-Think Teen-Elementary Level 

4.4.1 Quantitative Analysis 

The quantitative analysis of the grade two, elementary level textbook for teaching English in Greek 

high school can be seen in Table 7. 

 

Table 7. “Think Teen” 2
nd

 Grade of Junior High School Student’s Book Elementary 

x\y Sketch Photo Word Phrase Text Total 

Origin, ethnicity 17 12 25 31 17 102 

Languages, 

communication 
33 5 31 25 4 98 

Education 27 26 17 52 6 130 

Leisure, celebrations, art 12  8 5 20 4 49 

TOTAL 89 51 78 108 31 
 

Note. x: cultural elements of alterity/y: field of reference. 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

14 
Published by SCHOLINK INC. 

Regarding ethnicity and origin, there are 102 references in this textbook. Education matters and school 

life have the majority of references, 130. There are 49 references to free time activities, the arts and 

festivals. The results show that the textbook includes a large number of references to countries other 

than Greece and their cultural elements. 

4.4.2 Qualitative Analysis 

4.4.2.1 Text 

Reference to the “outside”, non-european world is more evident in this book. The texts (including 

words, phrases, and longer texts) tackle with general interest topics and encyclopedic issues such as 

important historical figures (Unit 2, p. 13), technology (Unit 2, p. 25), the environment and pollution 

(Unit 6, p. 61), magnetism (Unit 7, p. 73), fashion (Unit 9, p. 97).  

Interaction between Greek students and their UK peers is much more limited and there are fewer joint 

activities than in the previously mentioned textbooks. The names used are Eleni, Angelos, Gerasimos, 

Thanassis (p. 53) for the greek students and Clark, Andy, Donna (p. 57) for the students from the UK. 

Greek students send postcards to each other, for example Gerasimos to Maria (p. 53) and UK students 

send postcards to each other, for instance Erica to Donna (p. 57). In some cases, Greek students send 

mails to teens from other places in the world such as Africa (p. 9, p. 33).  

The point of reference is Athens in Greece, explicitly or implicitly, as there is reference to the 

Acropolis and the Benaki museum in Athens (p. 57, p. 106), and the Tower London in the UK (p. 53). 

 

18
37

101
85

19
5 14

Reference W. Europe

UK

Greece

R. World

US/Australia

E. Europe

 Balkans
 

Figure 4. Country Reference in Think Teen for Grade 2-Elementary Level 

 

Greece is mentioned more than any other country as seen in Figure 4. There are 101 references to 

Greece and 37 references to the UK. Western Europe, the US and Australia are frequently mentioned in 

the textbook while the Balkans, which are the neigbouring countries of Greece, have only 14 references 

in the textbook. It is quite notable, however, that there are more references (85) to countries from 

around the world in this textbook than in any of the other four textbooks used for teaching English in 

high school (Figures 1, 2 and 3). 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

15 
Published by SCHOLINK INC. 

4.4.2.2 Pictures 

The first unit of the book includes representations of Asian, Indian and African students and snapshots 

of their everyday lives as well as life in the Amazon (p. 1, p. 3, pp. 9-10, pp. 12-13). These 

representations are limited to the first unit which is about diversity. Apart from that there are pictures 

showing an African school (p. 74), lack of transport in African countries (pp. 85-86, p. 94) and a girl‟s 

non-European attire (p. 46). An image of a muslim girl (p. 43) is the only reference made to a different 

religion and it is encountered solely in this textbook. There is picture of Easter Island (p. 118) and of a 

Japanese master structure (p. 54). The rest of the pictures in this textbook are related to western Europe 

-there is the map of central London (p. 55), its people and history (p. 18, p. 58), such as Stonehenge and 

the Acropolis (p. 59),  scientific advancements and artistic creation (p. 14, p. 52, p. 76, p. 104).  

4.4.3. Conclusion 

Grade 2 Think Teen elementary textbook includes reference to people and countries that are not 

confined to Europe. The rest of the world seems the main point of discussion in reading comprehension 

questions and writing activities. There is reference to African and Asian students, their spaces and 

realities.  

 

Table 8. “Think Teen” 2
nd

 Grade of Junior High School Student’s Book Elementary 

x\y Neutral reference Negative reference 

Origin, ethnicity 102 0 

Languages 98 0 

Education 128 2 

Leisure, celebrations, art 47 2 

TOTAL 375 4 

Note. x: cultural elements/y: field of reference. 

 

Almost all references to different cultures are neutral, as seen in Table 8, however, reference to African 

countries, has negative connotations in the textbooks as it focuses on their poverty, hardships that relate 

to poverty (p. 74) and their lack of technological advancement (p. 33). 

4.5 Grade 3-Think Teen  

4.5.1 Quantitative Analysis 

The quantitative analysis of the grade three textbook can be seen in Table 9. 

 

 

 

 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

16 
Published by SCHOLINK INC. 

Table 9. “Think Teen” 3
rd

 Grade of Junior High School Student’s Book 

x\y Sketch Photo Word Phrase Text Total 

Origin, ethnicity 14 39 13  5  9 80 

Languages, 

communication 
 34   3 16 71 

Education 26  2  21  8 57 

Leisure, celebrations, 

art 
10  4   3 14  31 

TOTAL 50 79 16 43 33  

Note. x: cultural elements of alterity/y: field of reference. 

 

There are 80 references to ethnic origin, 57 to education and school life and 31 to leisure and art. The 

results show that the textbook includes a large number of references to countries other than Greece and 

their cultural elements. 

4.5.2 Qualitative Analysis 

4.5.2.1 Text 

The same book is used in the 3rd grade for both elementary and advanced level students. Regarding the 

general philosophy underlying its texts (including words, phrases, and longer texts), it does not deviate 

from that of the rest of the series and it is mainly centered around western-European culture, which in 

this case pertains to everyday routines particularly in reference to Greece, its food and customs (pp. 

61-62) and history (p. 51, pp. 57-58) and myths (p. 53). The students are called George, Anna, Emily 

and Simon, which are either Greek or English names and there is less reference to the UK (p. 29, p. 40, 

p. 63, p. 67) and London (p. 93) than in the previously-mentioned textbooks. Other countries from 

around the world, such as Japan, China, India, Iceland (p. 69, p. 100), are used as instances of students‟ 

knowledge of the world. American culture is centered around Hollywood stars, famous singers and 

athletes (pp. 14-16). Artistic creation is western European (pp. 85-86, p. 91) and literature is English (p. 

19). 

There is reference to Bulgaria which is the only country in the proximity of Greece and the only 

eastern-european country mentioned in all the five textbooks and a comparison between the two 

countries. Other than these, there are few activities involving students from different countries, very 

sparse communication between them and very little interaction. 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

17 
Published by SCHOLINK INC. 

25

39

77

53

13 5 5

Reference
W. Europe

UK

Greece

R. World

US/Australia

E. Europe

 Balkans
 

Figure 5. Country reference in Think Teen for Grade 3 

 

Greece is mentioned more than any other country as seen in Figure 5. There are 77 references to Greece 

and 39 references to the UK. Western Europe, the US and Australia are frequently mentioned in the 

textbook while the Balkans have only 5 references in the textbook. As far as the rest of the world is 

concerned there are only 53 to non-European countries. 

4.5.2.2 Pictures 

The pictures in the textbook show landmarks in European capitals (pp. 2-3, p. 9) or Greek and English 

customs (pp. 61-63, pp. 68-69). There are also pictures related to India (p. 49, p. 69, p. 80) and Iran (p. 

90). There are Greek archaeological artefacts (pp. 50-51, p. 57, p. 58), mythical figures from around the 

world (pp. 50-51) and exhibits from roman antiquity (p. 13, pp. 49-50) and Egyptian antiquity (p. 51, 

pp. 76-77). All pictures of famous paintings belong to European artists (pp. 66-67, p. 76, pp. 85-86, p. 

91) and display instances of life in Europe. 

4.5.3 Conclusion 

Similarly, this book falls short in the area of portraying and dealing with the multicultural reality of 

Greek schools and students of different backgrounds are left excluded from the aspects of the everyday 

reality mentioned in the book. 

It is interesting to see that the idea of the world and of issues of the world in these books has as a 

starting point Greek students and the formal instruction they receive at school -the textbooks make 

cross-thematic reference to other school subjects they are taught in class such as literature and arts- and 

furthers on to reach out to students in the UK and their everyday school routine. What it is evident is 

that students in Greece share almost the same teen problems, activities and interests with students in the 

UK. At the same time Greek culture is seen mainly side by side with the UK (for instance we have 

Greek drama and Elizabethan drama). In this almost parallel juxtaposition of the two countries, their 

schools and realities, there are instances of similar realities from students and countries of Western 

Europe, France, Italy, Spain and Germany. 

Most countries of the European Union are not included, there is scarce reference to the Scandinavian 

countries and no reference to countries from the former USSR which are currently EU members or to 

the Balkans. What is more, with the exception of China, reference to the rest of the world is made 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

18 
Published by SCHOLINK INC. 

almost exclusively in relation to english-speaking countries such as Australia and the US. 

The classroom in formal education portrayed in the books is definitely not multicultural. There are no 

immigrant, minority, or other ethnic group students and no students with special abilities. There are no 

values, habits, issues that pertain to such groups of students which are an integral part of formal 

education (Note 4). There is no national, ethnic, religious, linguistic, cultural, social diversity apparent 

in the textbooks. 

 

Table 10. “Think Teen” 3rd  Grade of Junior High School Student’s Book 

x\y Neutral reference Negative reference 

Origin, ethnicity 78 2 

Languages 70 0 

Education 55 2 

Leisure, celebrations, art 29 2 

TOTAL 231 6 

Note. x: cultural elements/y: field of reference. 

 

Almost all references to cultural elements is neutral as seen in Table 10, there are only six negative 

references that relate to difficult everyday living conditions and homelessness in Asian countries like 

India.  

 

5. Conclusion 

The five textbooks used for teaching English in advanced and elementary levels in all three grades of 

high school do not value diversity. Although specific representations of the “other” exist, they do not 

include a multicultural or intercultural perspective. Cultural diversity is a reality in the school 

environment in Greece as many classes in Greek schools include students of other nationalities/ethnic 

origins and/or cultural background, language, religion. There are, also, minority and immigrant 

students. Reference to these “other” students and their corresponding culture is non-existent in the 

textbooks for teaching English. Greek culture seems to be the starting point—no minority, ethnic, 

national or any other cultural or social groups occupy significant amount of textbook space.  

It seems that the teaching and learning situation created in the Greek foreign language classroom does 

not foster intercultural encounters. English in the textbooks is mostly used by UK and Greek students 

to communicate with each other. Europe is limited to western Europe, as east european countries are 

altogether absent. Interaction with the UK is predominant, other English-speaking countries such as the 

US and Australia are included but to a much lesser extent. The “self” does not include any of the 

following: immigrants from eastern European countries, cultural, ethnic minorities such as Rom or 

religious minorities. There is no portrayal of cultural plurality which could foster dialogue, appreciation 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

19 
Published by SCHOLINK INC. 

and acceptance of the “other”. The desired cultural-linguistic other is UK specific, it is a positive and 

desired image of the “other” but that means inadequate handling of issues of alterity and an apparent 

tendency towards the familiar culture, the western European. Experiencing a foreign culture entails 

crossing cultural and national boundaries (Brahim, 2011, p. 10), however, confinement within the 

binary Greek-English speech or discourse community does not allow such crossing. 

Cultural diversity is a reality to be developed in the school environment, because cultural plurality 

means more than pleading for differences; it also means cultural dialogue, which shows that everyone 

must contribute to the development of human experience transforming a linguistic legitimacy and 

competence into a cultural one. The findings seem to corroborate Byram (1989, p. 26) who remarks 

that “otherness within our national geographical boundaries on the other hand requires a re-definition 

of national identity which can be painful and may therefore be ignored for as long as possible”. 

Managing alterity in a particular society, in this case the Greek society, is inextricably linked to 

recognizing and becoming informative aware of alterity at school and that presupposes an educational 

process (Papadopoulou, 2000, p. 122). It is, thus, necessary to educate students to develop intercultural 

skills and enable them to adopt an open-minded attitude and active respect towards all instances of 

diversity, including cultural, ethnic, social or physical. Such education would serve as a tool towards 

eliminating prejudice and discriminatory behavior towards the “others” including minorities, which are, 

in some cases, viewed as a compromise to social cohesion (Konstantopoulou et al., 2002, p. 56). 

Allowing students to be aware of the existence of other viewpoints would entail different approaches to 

the “other”, and different interpretations of the “other‟s” discourse.  

Studying these textbooks and their representations of alterity contributes to the scientific dialogue 

towards content decision-making and the need to constantly reassess their role and their use. It can be 

argued that the portrayal of the “other” and of the “self” in the textbooks actually reflect social attitudes 

towards alterity which channel policy making decisions. Revisitng and revising this portrayal can help 

prevent and manage intolerant behavior towards diversity. They will, then, become tools of expression, 

reflection and a means at the service of language learning and communication. 

According to the Unified Curriculum for Foreign Languages (EPS-XG) for compulsory education 

(2011, pp. 7-9, pp. 15-16) (Note 5), teaching and learning the English language will contribute 

substantially to shaping a multicultural conscience, which accepts and respects the different, and to an 

informed awareness of the “οther”. Students are supposed to: 1) Recognize cultural particularities as 

well as the many dimensions of world culture in terms of human activity and expression, 2) To 

understand social behaviour different from theirs but equal and of the same value, 3) To know, 

comprehend and respect the culture of other people and regard it as something which enriches their 

psychological and mental abilities and contributes to the development of human experience. It is 

necessary, therefore, to have “a pedagogy that functions as a systematic apprenticeship of difference” 

(Kramsch, 2001, p. 235). 

 



www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

20 
Published by SCHOLINK INC. 

References 

Ahlis, Ν. (1996). Values in textbooks of primary education (1954-1994) (PhD thesis). Aristotle 

University of Thessaloniki, Greece.  

Aravani, E. (2015). The inefficient “Other” or “the different Other”…?: Cultural Literacy through 

Literature. In International Conference Proceedings: Literature and cross-cultural routes. 

Democritus University of Thrace. Retrieved from 

https://utopia.duth.gr/~mdimasi/cng/index_htm_files/Aravani.pdf  

Bonidis, Κ. (2004). The content of the textbook as a subject of research. Athens: Metaihmio. 

Brahim, A. N. (2011). Identifying alterity and Altering Identity. Mediterranean Journal of Social 

Sciences, 2(1), 5-33. 

Byram, M. (1989). Cultural studies in foreign language education. Clevedon, UK: Multilingual 

Matters Ltd. 

Cummins, J. ( 2005). Identities under Negotiation. Education with the Purpose of Empowerment in a 

Society of Otherness. Athens: Gutenberg.  

Dimasi, M. (2002). Teaching first reading and writing: The case of Black Sea countries. Kyriakidis 

Publishers. Retrieved from http://utopia.duth.gr/~mdimasi/cv/CV07.pdf  

Dimasi, M. (2012). Genre oriented and inter-cultural reading of language teaching textbooks for Junior 

High School education. In Proceedings of the scientific conference: Issues of Language Teaching 

(7-8/5/2010, pp. 27-54). Democritus University of Thrace, Kyriakidis Publishers. Retrieved from 

http://utopia.duth.gr/~mdimasi/cv/CV45.pdf  

Dimasi, M., & Zafiri, M. (2009). Interurculturalism and ELT in Greek Primary Schools: The Case of 

Fun Way I and Fun Way II. Journal of pedagogy: theory & praxis, 3, 107-118. 

Gkotovos, A. (2002). Education and diversity. Issues of Multicultural Education. Athens: Routledge. 

Gkotovos, A., & Markou, G. (2003). Repatriates and foreign students in Greek education. National and 

Kapodistrian University of Athens. Retrieved from 

http://repository.edulll.gr/edulll/handle/10795/891  

Johnsen, E. B. (1993). Textbooks in the kaleidoscope. A critical survey of literature and research on 

educational texts. Oslo: Scandinavian University Press. 

Konstantopoulou, Ch. et al. (Eds.). (2000). “We” and the “others”: Reference to trends and symbols. 

Athens: Ttypothito-George Dardanos. 

Kramsch, C. (2001). Context and culture in language teaching. Oxford: Oxford University Press. 

Lafazani, D. (1997). Us and Others. Modern issues, 63, 11-14. 

McKay, S. L. (2018). English as an International Language: What It Is and What It Means For 

Pedagogy. RELC Journal, 49(1), 9-23. https://doi.org/10.1177/0033688217738817 

Oates, T. (2014). Why textbooks count. England: Cambridge Assessment. 

Papadopoulou, T. (2000). Alterity and school. Patras: Artion. 

 

https://doi.org/10.1177/0033688217738817


www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

21 
Published by SCHOLINK INC. 

Pingel, F. (2009). UNESCO Guidebook on Textbook Research and Textbook Revision. Paris: United 

Nations Educational, Scientific and Cultural Organization. 

Rimpoli, N. (2006). Approaching the other. Myths and illusions of the anthropologist in an effort to 

address the heterogeneity in the West and the East. In G. Kyriakakis, & M. Michailidou (Eds.), 

The approach of the other. Athens: Routledge. 

Soulioti, M. (2005). A note on alterity in Kyridis, A. & Andreou, A. Aspects of alterity. Athens: 

Gutenberg. 

Theologou, S. (2017). The use of pictures in teaching English in high school: The case of minority 

students in Thrace. In Proceedings of the 3rd international conference promoting innovation in 

education, Larisa (pp. 20-22). Retrieved from 

https://drive.google.com/file/d/1i06zuY4rIopOks0oAorl7SOxK4LjXHGh/view?usp=sharing  

Think Teen-1st Grade of Junior High School, advanced level. (2019). Retrieved from 

http://ebooks.edu.gr/ebooks/v/pdf/8547/892/21-0047-02_Agglika_A-Gymnasiou-Proch_Vivlio-M

athiti/ 

Think Teen-1st Grade of Junior High School, elementary level. (2019). Retrieved from 

http://ebooks.edu.gr/ebooks/v/pdf/8547/884/21-0044-02_Agglika_A-Gymnasiou-Arch_Vivlio-Ma

thiti/ 

Think Teen-2nd Grade of Junior High School, advanced level. (2019). Retrieved from 

http://ebooks.edu.gr/ebooks/v/pdf/8547/5202/21-0112-02_Agglika_B-Gymnasiou-Proch_Vivlio-

Mathiti/ 

Think Teen-2nd Grade of Junior High School, elementary level. (2019). Retrieved from 

http://ebooks.edu.gr/ebooks/v/pdf/8547/900/21-0109-02_Agglika_B-Gymnasiou-Arch_Vivlio-Ma

thiti/ 

Think Teen-3rd Grade of Junior High School. (2019). Retrieved from 

http://ebooks.edu.gr/ebooks/v/pdf/8547/920/21-0165_02_Agglika_G-Gymnasiou_Vivlio-Mathiti/ 

Triantafyllidou, A. (2011). Alterity in Greek schools: Theory and praxis. Florence: Univerity Institue of 

Florence. 

Tsoukala, Κ. (2010). Inventing alterity: Identities and differences in the era of globalisation. Athens: 

Kastanioti. 

Unified Curriculum for Foreign Languages (EPS-XG). (2011). Retrieved from 

http://www.rcel.enl.uoa.gr/research/language-education-research/the-integrated-foreign-languages

-curriculum-iflc-linguistic-database.html  

Vamvoukas, Μ. (1998). Introduction to Educational Psychology Research and its Methodology. 

Athens: Grigori Editions. 

Zafeiriadou, P. (2010). The pedagogy of genres and interculturalism in English as a foreign language 

in primary minority education in Greece (MA thesis). Department of Languages, Literature and 

Culture of the Black Sea Countries. 

http://www.rcel.enl.uoa.gr/research/language-education-research/the-integrated-foreign-languages-curriculum-iflc-linguistic-database.html
http://www.rcel.enl.uoa.gr/research/language-education-research/the-integrated-foreign-languages-curriculum-iflc-linguistic-database.html


www.scholink.org/ojs/index.php/fce           Frontiers of Contemporary Education             Vol. 1, No. 2, 2020 

22 
Published by SCHOLINK INC. 

Zhichang, X. (2018). Exploring English as an International Language-Curriculum, Materials and 

Pedagogical Strategies. RELC Journal, 49(1), 102-118. 

https://doi.org/10.1177/0033688217753848 

 

Notes 

Note 1. https://dictionary.cambridge.org/grammar/british-grammar/other-others-the-other-or-another 

Note 2. https://www.merriam-webster.com/dictionary/alterity 

Note 3. In 2015, 10.6% of the 15-year-old students at Greek schools were foreign, immigrant students 

and there were 150 minority schools in operation in the same year. 

https://www.dikaiologitika.gr/eidhseis/paideia/100268/pano-apo-to-10-ton-mathiton-sta-ellinika-sxolei

a-einai-metanastes Similarly, the Hellenic Statistical Authority has documented a large number of 

foreign and repatriated students until the school year 2010-2011. 

https://www.statistics.gr/el/statistics/-/publication/SED13/- 

Note 4. For instance, of the 39250 students in Eastern Macedonia and Thrace 8836 are, according the 

general category they are classified in, “of different language”, that is students from the former USSR, 

Muslims and rom. Source: prefecture of Eastern Macedonia and Thrace, 2001-2012 

http://amaked-thrak.pde.sch.gr/index.php/2013-06-24-13-41-40/meionotika-sxoleia-amth 

Note 5. The EPS-XG is issued by the Greek ministry of education and is distributed to schools. Foreign 

language teachers are supposed to adapt their teaching to the mandates of the EPS-XG. 

 

https://doi.org/10.1177/0033688217753848

