Abstract:

Introduction:
In the intercultural society within which we live education is necessary so as to provide all learners with knowledge and skills which will enable them to contribute to values such as respect, understanding and solidarity amongst individuals, ethnic groups, social, cultural and religious groups as well as amongst nations. Briefly, the educational policies employed are fundamental in enhancing the learning of foreign and returning students as well as in improving their performance.

Objectives:
This paper investigates the extent to which Greek teachers believe that, in order to properly teach the Greek language to foreign and returning students, certain actions must be taken. Suitable material for all subjects, is necessary and so is the training of teachers and philologists in the teaching of Greek as a second or foreign language, as well as the training of teachers of all grade levels and disciplines in the teaching of mixed classes, a revision of the institutional framework is also necessary so as to strengthen heterolingual students and to cater for their diverse needs. Finally, the application of specific forms of co-education are examined and so is the elimination of segregation through the training of teachers of all levels and disciplines in the teaching of mixed classes. The appropriateness of the material which is used in all courses is also examined. This paper also examines whether the respondents believe that in order to enhance the Greek language skills of foreign students as well as students who are returning to their country of origin, curricula for the teaching of Greek as a foreign language, bilingual programs, and the strengthening the mother tongue are also needed. Reinforcement of distance education for some students regarding specific lessons is under examination.

Methodology:
The research data were analyzed via Factorial Analysis of Correspondences (Analyse Factorielle des Correspondences - AFC).
Sample: The sample consists of the 130 respondents, 105 were women, (80.8%) and 25 men (19.2%).95 (73.1%) were education executives and 35 (26.9%) were not.

Results:
Τhe results have shown that according to the views of the respondents the most important actions that need to be taken in order to teach Greek as a foreign language include: (a), the development of curricula for teaching Greek as a foreign language, b) the training of teachers and philologists in teaching of Greek as a second or foreign language, c) the development of bilingual programs, d) the training of teachers at all levels and disciplines in teaching. In compliance with these results implications and suggestions for further research were made.

Paper contribution: The paper contributes to portraying a totally new situation, paying attention to the training of teachers at all grade levels and disciplines in the teaching of mixed classes and in the pedagogical approaches which are suitable for mixed classes. Also, this work focuses on training the teachers and philologists in teaching the Greek language as a second or foreign language and on the implementation of the appropriate educational material.

Keywords:

Greek, learning, foreign, returning, students.