[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593315-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-593315-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-administration-of-heritage-language-schools-in-multicultural-societies-the-case-of-the-hellenic-school-of-ottawa-canada","The Administration of Heritage Language Schools in Multicultural Societies - The Case of the Hellenic School of Ottawa, Canada","","Heritage Language Schools (HLS) enable immigrant communities in multicultural societies to transmit ethnic language and preserve ethnic culture, yet their administration is complex. This paper examines perceptions of administration regarding the administrative practices of the Hellenic School of Ottawa (HSO). Semi-structured interviews were conducted with ten former HSO administrators responsible for its operation. Findings highlight an HSO structure centered on Greek language instruction and objectives focused on fostering love for the Greek language, alongside identified strengths and weaknesses and detailed suggestions for enhancement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-administration-of-heritage-language-schools-in-multicultural-societies-the-case-of-the-hellenic-school-of-ottawa-canada/593315/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-administration-of-heritage-language-schools-in-multicultural-societies-the-case-of-the-hellenic-school-of-ottawa-canada/593315.png","ImageObject",300,407,{"name":42,"@type":43},"Elsa","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of the paper and how is it studied?","Question",{"text":63,"@type":64},"The paper examines perceptions of administration regarding the administrative practices of the Hellenic School of Ottawa (HSO). It uses semi-structured interviews with ten former HSO administrators.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the HSO’s structure and objectives according to administrators?",{"text":68,"@type":64},"Administrators report that the HSO’s structure focuses on Greek language instruction across listening, speaking, reading, and writing. Its objectives focus on instilling love for the Greek language.",{"name":70,"@type":61,"acceptedAnswer":71},"What strengths and weaknesses of the HSO’s administration are identified?",{"text":72,"@type":64},"The paper lists strengths including support from the HCO and people involvement. It also identifies weaknesses related to support from the HCO and people involvement, along with additional areas highlighted in the interview findings.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},593315,1792190675,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Administration of Heritage Language Schools in Multicultural Societies: The Case of the Hellenic School  \nof Ottawa, Canada  \nBy Sofia Zoupa􀀍 & George Karlis􀁲  \nMany ethnic communities living in multicultural societies have established Heritage Language Schools (HLS) to transmit ethnic language and preserve ethnic culture.  \nThe administration of these HLS is no easy task however (Arvanitis, 2004; Pu, 2012; Tamis, 2010). Research is needed to help better understand how HLS programs, such as the Hellenic School of Ottawa (HSO), are administered and what can help enhance administration practices and the sustainment of these schools (Zoupa & Karlis, 2015) . The purpose of this paper is to examine the perceptions of administration towards the administrative practices of the HSO.  \nSpecifically, the objectives of this study are to present the perceptions of HCO administrators toward: (1) the structure and objectives of the HSO, (2) the strengths and weaknesses of the administration of the HSO, and (3) suggestions for the enhancement of the administration of the HSO. Semi-structured interviews were conducted on ten former administrators of the HSO who have been responsible for operation of the HSO. It was found that the structure of the HSO focused on the instruction of the Greek language, including the four language skills- listening, speaking, reading, and writing; whereas, the objectives of the HSO focused on instilling a love for the Greek language. Moreover, administrators presented two strengths of the administration of HSO - (1) support from the HCO, and (2) people involvement as well as three weaknesses- (1) support from the HCO, and (2) people involvement. Further, the administrators presented ten suggestions for the enhancement of the operation of the HSO- (1) teachers of higher qualifications,(2) addition of more Greek-content activities,(3) time-frame expansion, (4) resources, (5) teacher support, (6) summer camps in Greece, (7) create school partnerships, (8) Webinars and seminars, (9) trips to Greece, and  \n(10) engagement in Greek-content activities.  \nKeywords: heritage language schools, Hellenic School of Ottawa, administration, ethnic language, ethnic culture  \nIntroduction  \nThe successful transmission of ethnic cultural identity is the goal of many immigrants in multicultural society. An attachment to the ethnic homeland of many immigrants comes with them during their travels to their new host society, and tends to stay with them during the acculturation period. Transmitting ethnic heritage to their descendants, including ethnic language, is of utmost importance for many immigrants (Tamis & Gavaki, 2002). In terms of assisting ethnic groups in preserving their ethnic culture and language, a plethora of ethnic families, under the  \n􀀍Reception Teacher/Higher Level Teaching Assistant, Kilburn Grange School, UK.  \n􀁲Professor, University of Ottawa, Canada.  \nadministration and supervision of their ethnic communities, attempt to help their children preserve and develop their ethnic language and culture by attending ethnic schools (Arvanitis, 2004) or community-based HLS (Pu, 2012; Tamis, 2010). HLS are operated in order to teach the ethnic language and culture, hence, for cultural preservation (Arvanitis, 2004) .  \nSpecifically, according to Pu (2012), HLS are operated by ethnic groups to develop cultural knowledge and linguistic skills related with their ethnic languages. These HLS usually operate on weekends or after the everyday school, in locations rented by the community, church or public or private schools (Pu, 2012). The curriculum of those schools usually focuses on language skills and culture (Pu, 2012; Tamis, 2010).  \nThe main objective of HLS includes the learning and maintenance of the ethnic language, as well as learning of school subjects, such as literature, history, geography, and crafts and arts related to the culture of the country of origin, so that cultural awareness can be developed and cultura","cbCaifGmVbNzVa1j","https://ap.wps.com/l/cbCaifGmVbNzVa1j","pdf",222019,13,"English","# Introduction\n## Heritage Language Schools in multicultural societies\n# Literature Review\n## The Heritage Language Programs of Ontario, Canada\n# Methodology\n## Semi-structured interviews with former administrators\n# Findings\n## Structure and objectives of the HSO\n## Strengths and weaknesses in administration\n# Recommendations\n## Enhancing the operation of the HSO","[{\"question\":\"What is the main purpose of the paper and how is it studied?\",\"answer\":\"The paper examines perceptions of administration regarding the administrative practices of the Hellenic School of Ottawa (HSO). It uses semi-structured interviews with ten former HSO administrators.\"},{\"question\":\"What are the HSO’s structure and objectives according to administrators?\",\"answer\":\"Administrators report that the HSO’s structure focuses on Greek language instruction across listening, speaking, reading, and writing. Its objectives focus on instilling love for the Greek language.\"},{\"question\":\"What strengths and weaknesses of the HSO’s administration are identified?\",\"answer\":\"The paper lists strengths including support from the HCO and people involvement. It also identifies weaknesses related to support from the HCO and people involvement, along with additional areas highlighted in the interview findings.\"}]","The Administration of Heritage Language Schools in Multicultural Societies - The Case of the Hellenic School of Ottawa, Canada | PDF",1792077039,33]