This study examines teachers' beliefs and reported practices regarding vocabulary instruction for multilingual students within the Greek school system. Semi-structured interviews were conducted with 42 primary and secondary school teachers and analyzed using thematic analysis. The study probed into teachers’ conceptualizations of vocabulary knowledge and acquisition, their reported instructional practices, and their perceived professional development needs. Thematic analysis indicated that teachers tended to view vocabulary knowledge mainly as knowledge of meaning and occasionally use and approached instruction in a reactive rather than systematic way. Accordingly, reported practices emphasized translation, visual scaffolds, and textbook-driven choices, with limited focus on word recycling, learner strategy training and learner autonomy. Teachers also identified systemic constraints such as limited time and large classes. These findings highlight the need for sustained professional development that connects language and content pedagogy, promotes effective, participatory instructional approaches, and supports inclusive, multilingual approaches to teaching.

Arguing that action research is an appropriate methodological framework in integration projects owing to the unpredictable challenges associated with the particular group of learners, this article focuses on the process ofdesigning, implementing, evaluating, and redesigning a Greek and English language program for the purposes of the“Curing the Limbo” project. It highlights crucial decisions that were made and tested with the involvement of relevantstakeholders in order to respond to the imminent communicative needs of adult refugees, leading to the goal of inclusiveintegration. The article also addresses the challenges faced during the COVID-19 pandemic lockdowns

This paper is a qualitative study in the framework of a broader project (LETEGR2) that aims to shed light on the way classroom-based observation might contribute to bridging the gap between teaching theory and practice and assisting teacher education. It draws on data derived from pre-service (n=15) and in-service teachers (n=6) who applied the LETEGR2 Classroom Observation protocol in second language classrooms in Greece. Both groups of data are presented according to the observation stages (pre- and post-) in which they have been collected. They are discussed as pre- and in-service teachers’ “voices” in terms of the main issues they bring to the fore in relation to L2 learners’ profiles, the teaching process and teachers’ practices. An attempt is made to link both group of participants’ observed behaviours and events to underlying theoretical concepts for second language learning and teaching.