Learner-Centred Education and Adult Education for Migrants in Cyprus

This chapter presents the findings of the case study conducted in Cyprus designed to investigate educational practices in adult education programmes for migrants to assess the extent to which these are learner-centred. It focuses on the Greek language courses offered by state educational institutions, via the so-called Adult Education Centres. These courses are named ‘Greek language for foreigners’ and are mainly attended by migrants. The chapter critically describes the context of the research, the methodological approach followed, in the collection and analysis of the data, and the analysis of the findings under the four axes identified in the theoretical framework adopted, namely: motivation, epistemology, technique, relationships. The findings of the case study attest to the very limited engagement with learner-centred practices as a tool for empowering migrant adult learners in the Cypriot context. In this respect, the absence of formal, standard policies on adult education for migrants in Cyprus is a crucial factor that precludes organised efforts towards the adoption of such LCE practices.