Abstract
This paper attempts to record the issue of the education of culturally diverse students in primary school, in the period 1990 – 2010, as it is reflected in a series of texts, laws, circulars, publications, with the use of Qualitative Content Analysis (CAA), and Critical Discourse Analysis (CLA). ts aim is to contribute to the formation of individual attitudes of the educational policy, which could help in the education of culturally diverse students (mainly non-native speakers), in primary school classes. The time period in which the study extends (1990 – 2010) is extremely important as: from the beginning of the 90s the mass arrival of immigrants in Greece begins, mainly as a result of the important political changes of that period and the mass presence culturally of different/non-native students in Greek school classes, is intense. This movement peaks shortly after the mid-1990s, and from the mid-2000s the phenomenon begins to decline, while towards the end of the decade, the phenomenon of the presence of newly arrived foreign language students in the Greek public primary school almost disappears . Thus, the study of the period 1990 – 2010 covers the entire evolution of the phenomenon (“birth” – growth – peak – recession”), presenting particular changes in the education of culturally diverse students, as a necessity and as a political obligation.
