| Περίληψη: | The present study concerns the implementation of a differentiated teaching scenario in the modern Greek language course in a multilingual classroom. The scenario was applied to students of the first gear of secondary school - native and non-native speakers of the Greek language - and its results were recorded. First, the concept of the teaching scenario is discussed. Then, the way of acquiring the mother tongue is analysed, followed by a conceptual clarification of the second or foreign language and everything related to its learning. In addition, reference is made to the teaching of Greek to foreign-language learners and their inclusion into the educational system. The role of the teacher in a multicultural classroom is analysed. This is followed by an analysis of the concept of literacies and multiliteracies. The concept of differentiated instruction is also developed. This is followed by the proposal of the teaching scenario and its effects a) on the development of vocabulary comprehension strategies and b) on text comprehension.
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