Integrating Mother Tongue in Multicultural Education: The Case of the Pomaks of Western Thrace

(Democritus University of Thrace, Greece)

Abstract: This article deals with the issue of mother tongue in multicultural schools, focusing on the minority education of Greek Muslims. The social and educational dimensions of linguistic coexistence are analysed by examining the case of the Pomaks of Western Thrace. The current system of minority education in Greece deprives Pomak students of the right to an education that respects their mother tongue. The main goal of intercultural education in Thrace should be for children to acquire the skills required for their equal participation in the social system, with respect for their language, religion and ethnic identity. We suggest that the incorporation of native tongue, local history, folklore and oral tradition in education may facilitate learning, strengthen the linguistic self-esteem of Pomak students and promote their equal inclusion in the educational framework of public schools. 

Key words: Pomaks, minority education, mother tongue