Training program for teaching the Greek language to the diaspora by the University of Ioannina

The program is addressed to members of the diaspora who volunteer to teach or wish to teach Greek, without necessarily having prior pedagogical training. Its aim is to provide them with basic pedagogical and linguistic principles, practical tools, and scientific support, in order to enhance the quality and sustainability of Greek-language education abroad.

The program, entitled “General Pedagogical and Linguistic Principles for Teaching the Greek Language to Diaspora Volunteers (Non-Educators)”, is organized by the Center for Training and Lifelong Learning of the University of Ioannina, in collaboration with the Laboratory for the Study of Social Issues, Mass Media and Education, as well as the Maliotis Cultural Center of Hellenic College Holy Cross in Boston. It is also part of the activities of the newly established International Office of the University of Ioannina, which was recently inaugurated by His Eminence Archbishop Elpidophoros of America and the Rector, Professor Anna Batistatou.

The philosophy of the program is based on the perception of the Greek language not merely as a means of communication, but as a bearer of cultural identity and historical continuity. “For the diaspora, language functions as a bridge between generations,” emphasizes Ms. Tsitsanoudi-Mallidi, noting that its teaching is inextricably linked to culture, memory, and collective identity.

The training program will be conducted entirely online, from January 17 to April 4, 2026, and will include 12 sessions. Academic instructors and PhD holders from Greece and abroad will teach in the program. In its first phase, 40 volunteers will participate, with provisions for future expansion. Participants are selected based on geographical and professional criteria, so that all Metropolises in the United States are represented and those actively involved in teaching the Greek language are supported.

The course content focuses on the challenges of Greek as a heritage language, the design of teaching scenarios, and the creation of activities that utilize literature, music, poetry, and other cultural practices. At the same time, the role of technology and artificial intelligence as modern pedagogical tools is examined. “They do not replace the teacher, but they can enhance student participation and autonomy when used with critical thinking,” it is noted.

The ultimate goal is not only the acquisition of knowledge, but also the empowerment and pedagogical support of volunteers. “What we want is to further strengthen their self-confidence and the sense that, in the effort they are making, they have others supporting them,” states the program’s scientific coordinator, adding that “supporting the people who keep the Greek language alive in the diaspora is a great responsibility. We multiply volunteerism with volunteerism, by offering the program free of charge.”

At a time when linguistic and cultural identities are being tested, this initiative aspires to become a stable point of reference for Greek-language education in the United States, investing in the people who, with volunteerism and dedication, pass on the language and culture to future generations of the diaspora.