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The provision of Greek language education to diverse and multilingual groups has become increasingly important, especially in light of the recent refugee crisis. This study explores the teaching strategies used in non-formal educational settings for refugee and migrant children, with a particular focus on the role of their first language (L1) and the importance of intercultural education. It also seeks to identify the challenges teachers face in these non-formal environments. Nine (9) teachers who specialize in non-formal education and teach Greek to refugee and migrant children participated in the study. The data was collected through semi-structured interviews and analyzed using thematic analysis. The findings show that teachers use a variety of teaching methods, favoring communicative and student-centered approaches. Although the importance of multicultural education and translanguaging practices was recognized, they were not fully implemented. The study also examines the challenges educators face in their teaching in these settings. These include issues like irregular attendance, cultural and practical factors, mental health problems, language barriers, and varying levels of prior education. Article visualizations:
Boronilo et al. (Thu,) studied this question.