This study compares language learning strategy (LLS) use between Greek L2 and English FL and a possible variation in the frequency and type of LLSs employed in the two languages in order to depict the strategic profiles of the multilingual learners aged 12–15 (n = 307). It also observes the effect of gender in relation to a second vs. foreign language context. The Strategy Inventory for Language Learning (SILL) is used to measure the frequency of strategy use. The findings suggest a positive correlation between Greek and English LLSs. Also, there is a statistically significant variation with respect to the frequency of overall strategy use between Greek and English, statistically significantly higher in Greek, and between strategy categories, with cognitive strategies showing a higher frequency of use in Greek and affective strategies in English. There are statistically significant differences on 19 individual strategic items between Greek and English. The findings show that the differences are statistically significantly higher in multilingual girls, both when learning English and Greek. The multilingual boys’ higher use of LLSs in their second language Greek is observed, whereas multilingual girls tend to use strategies for both languages equally frequently.

The present study aims to further the research on heritage language speakers (HLSs) by providing the socio-linguistic profiles and identities of an uninvestigated community of heritage speakers, namely the Greeks of Chicago, thus offering data for a less-studied HL, Greek. The participants were fifty-four (N=54) first, second, and third-generation Greek HLSs. The socio-linguistic data were collected through an online survey, while identification with Greek culture as well as ethnic attachment and practice of Greek traditions were investigated through the content analysis of data from the Greek Heritage Language Corpus. The results of the study are discussed with respect to how they can improve our knowledge of the educational needs of Greek HL learners. This research-based knowledge can be employed for addressing the academic needs of HL learners through educational programs. The authors propose an agenda for a more linguistically and culturally responsive education program for HL learners, in general, and Greek HL learners in diasporic communities, in particular.

Sustainability of Greek as a heritage language in the United States is at stake at present due to the low rates of intergenerational transmission among its speakers, declining immigration from Greece and Cyprus, shortage of specialized teachers, lack of instructional time, old-fashioned teaching methods, and limited opportunities for using the language. This paper builds on the Capacity Development, Opportunity Creation, and Desire ( COD ) framework (Grin, 2003; Lo Bianco, 2008, Lo Bianco & Peyton, 2013) and elaborates on how a new community-based curriculum (Gavriilidou & Mitsiaki, 2022) can enable heritage Greek vitality by (a) developing capacity through proficiency- based learning ( ACTFL , 2012) in formal and informal settings by laying the emphasis on all registers and linguistic varieties in terms of meaning and form; (b) creating opportunities for actual Greek heritage language use through engagement in community, school, and family contexts; and (c) enhancing motivation and desire to use heritage Greek through cognitively challenging content and experiential learning.

Language learning strategies are not confined to the classroom but can be extended to cover the whole context of learning. Where learners are part of a minority language group within a much larger national language environment, this context can include the language used for everyday life in the home. It might be thought that enhanced exposure through speaking the L2 in the home would advantage these L2 learners. However, research suggests this may not be the case and in expatriate communities, the promotion of the L1 is a factor that appears to help learners in the development of the L2. The study reported in this paper examines the effect of the language of the home among a group of Muslim minority Turkish language speakers living in Greece and receiving education through the medium of Greek and Turkish. The results of this study suggest that these learners are likely to integrate poorly into their Greek national language environment because of the low level of Greek they attain. However, even here the benefits of promoting the growth and development of the Turkish L1 are apparent since the best developed L1 Turkish vocabularies also grow the largest L2 Greek vocabularies. There are statistically significant gender effects visible in the data where the girls in the study out-perform the boys and, while this appears to be related to the use of Turkish in the home, it is not fully understood.

"Lost and Found in Translation" is an accessibly written handbook intended for translation teachers, students, and practitioners from the field. Via its eight chapters, it aims to shed light on translation practices in different contexts, highlighting common mistakes and obstacles through vivid examples, and offering practical approaches to overcome them. To this end, the handbook chapters explore concepts like false friends, calques, language transfer, as well as the niches of culture, figurative language, EMI, ESP, EAP and their correlation with translation practices en generale. Failing to recognise some of these, i.e. failing to interpret the intended messages accordingly, could do some irreparable damage to the quality of translation and result in misinterpretation. The chapters of Lost and Found in Translation aim to prevent any such failure; written and organised in a reader-friendly way - each section provides a brief introduction to the explored concept, supports it all by illustrative examples, puts it into perspective via some scenarios and/or useful practical advice.