___

• Aden, J. (2017): Developing empathy through theatre: A transcultural perspective in second language education. In: Schewe, Maria & Crutchfield, John (Eds.), Going Performative in intercultural education. International contexts – theoretical perspectives – models of practice (pp. 59–81). Clevedon: Multilingual Matters.
• Alkistis, (2008). Mavri agelada-aspri agelada, Dramatiki Techni stin Ekpaidefsi kai Diapolitismikotita [Black cow-white cow, Drama in Education and Interculturality]. Athens: Topos.
• Arnellou, L. (2019). Scholia gia olous: ena programma gia tē symperilēpsē paidiōn prosfygōn sta ellēnika scholeia [Schools for everyone: a program for the inclusion of refugee children in Greek schools]. Retrieved January 26, 2020, from http://www.avgi.gr/article/10839/10485919/scholeia-gia-olous-ena-programma-gia-te-symperilepse-paidion-prosphygon-sta-ellenika-scholeia
• Carr, W., & Kemmis, S. (2003).Becoming critical: education knowledge and action research. London:Routledge.
• Carpenter, V. M., & Cooper, C. (2009). Critical action research: The achievement group. Educational Action Research, 17(4), 601-613. doi:10.1080/09650790903309458 Centre for the Greek Language. (n.d). Epipeda Ellēnomatheias [Greek Language Levels]. Retrieved February 29, 2020 from http://www.greek-language.gr/certification/node/94.html
• Creswell, J. W. (2014). The selection of a research approach. In J. W. Creswell (Ed.), Research design. Qualitative, quantitative, and mixed methods approaches, 4th edition (pp. 3-24). Thousand Oaks, CA: SAGE Publications Inc.
• Cummins, J. (2000). Biliteracy, empowerment, and transformative pedagogy. The power of two languages, 9-19.
• Desiatova, L. (2009). Using different forms of drama in EFL Classroom: Humanizing language teaching. Magazine, 4, Retrieved on 17/7/2010 from the World Wide Web: http://www.Hltmag.co.uk/aug09/sart07.htm.
• Dunn, J., Bundy, P. & Woodrow, N. (2012). Combining drama pedagogy with digital technologies to support the language learning needs of newly arrived refugee children: a classroom case study. Research in Drama Education: The Journal of Applied Theatre and Performance, 17 (3), 477-499.
• Frimberger, K. (2016). Towards a well-being focussed language pedagogy: enabling arts-based, multilingual learning spaces for young people with refugee backgrounds. Pedagogy, Culture & Society, 24(2), 285-299, https://doi.org/10.1080/14681366.2016.1155639
• Giannakoulē, K. (2016). Ē kalliergeia prosōpikōn dexiotēton epilysēs provlēmaton se enēlikes mesō tēs Dramatikēs Technēs stēn Ekpaideysi. Mia meletē periptōsēs se ekpaideyomenoys Scholeioy Deyterēs Eykairias. [Cultivation of personal skills of conflict resolution to adults through Dramatic Art in Education. A case study about learners at a Second-Chance School]. (Master’s Thesis, University of Peloponnese, Tripolis, Greece). Retrieved from: http://amitos.library.uop.gr/xmlui/handle/123456789/2679
• Gifford-Smith, M. E., & Brownell, C. A. (2003). Childhood peer relationships: Social acceptance, friendships, and peer networks. Journal of school psychology, 41(4), 235-284.
• Harley, T. A. (2008). ē psychologia tēs glōssas: Apo tē theoria stēn praxē [The psychology of language: From data to theory]. (1st ed.) Thessaloniki: University Studio Press.
• Kamaretsou, A. (2020). Social-Emotional Activities and Educational Drama Techniques Employed in a Classroom of Refugee Children Learning Greek as an L2 to Improve Group’s Relationships with Peers: An Action Research. Unpublished Master dissertation, Patras: Hellenic Open University.
• Kondoyianni, A. (2006). Affective education: A socio-cultural approach for problem solving through drama. A Fine FACTA, 7(1), 25.
• Lenakakēs, Α. (2015). Theatropaidagōgikē kai diapolitismikotēta [Theatre Pedagogy and Multiculturalism]. In Mpikos, K. & Τaratorē, E. (Eds.), Studies and Questions of Educational Science. Gratitude Volume to Professor Emeritus Dimitris Chr. Chatzidimou, 347-364. Thessalonikē: Κyriakidēs.
• Lenakakēs, Α. (2018). Theatropaidagōgikē kai diapolitismikotēta katō apo tēn idia stegē [Theatre Pedagogy and Otherness Under the Same Roof]. In Tsiplakou, St. (Ed.), Guide for Managing Socio-cultural Difference in School, 157-173]. Nicosia, Cyprus: Ministry of Education and Culture, Cyprus Pedagogical Institute. Retrieved January 30, 2019, from http://mefesi.pi.ac.cy/files/docs/users/zapiti.a/Odigos2.pdf
• Maley, A. & Duff, A. (2005). Drama Techniques. A resource book of communication activities for language teachers. Cambridge: Cambridge University Press.
• McMullen, J. A., Veermans, K., & Laine, K. (2014). Tools for the classroom? an examination of existing sociometric methods for teacher use. Scandinavian Journal of Educational Research, 58(5), 624-638. doi:1 0.1080/00313831.2013.838694
• Ntelioglou B. Y., (2011) ‘But why do I have to take this class?’ The mandatory drama-ESL class and multiliteracies pedagogy, Research in Drama Education: The Journal of Applied Theatre and Performance, 16:4, 595-615, DOI: 10.1080/13569783.2011.617108.
• Phillips, S. (2003): Drama with children. Oxford: Oxford University Press.
• Triliva, S., Xarlē, P., Spinthakē, A. (2012). Plathontas Taytotētes: Apo tē mathēteia stē didaskalia [Shaping Identities: From Apprenticeship to Teaching]. Thessaloniki: Εpikentro.
• Τsiaras, Α. (2016). Ē Αytoschedia Theatrikē Εkfrasē stē Scholikē Τaxē [Improvised Theatrical Expression in the Classroom]. Αthens: Papazēsēs. UNICEF. (2019). Ftou kai Vgaino! Drastēriotētes (poly)glōssikēs-synaisthimatikēs endynamōsēs [Ftou kai Vgainō: Activities of (multi)-linguistic and emotional empowerment]. Athens: UNICEF.
• Vitsou, M. (2016). To koyklotheatro ōs diapolitismiko kai epikoinōniako ergaleio stē didaskalia tēs ellēnikēs ōs deyteris glossas: mia meletē periptōsēs stoys mathētes proscholikēs ēlikias tōn tmēmatōn ekmathēsēs ellēnikēs glōssas stē Stokcholmē [Puppetry as an intercultural and communication tool in teaching Greek as a second language: a case study in preschoolers of studying the Greek language in Stockholm]. (Doctoral dissertation). University of Peloponnese, Nafplion, Greece. Retrieved from https://www.didaktorika.gr/eadd/handle/10442/37137
• Vitsou, M. (2019). The affective filter effect of Krashen and the use of puppetry as factors of designing an educational program for teaching Greek as a second language in pre-school classes in Stockholm. In Vasilaki, E., Kalmpeni, S. & Kitsiou, R. (Eds.) Educational and Socio-cultural Approaches. Conference Proceedings Tzartzania], Τirnavos, 6-8 Νοεμβρίου 2015, (pp.111-127).
• Vitsou, M. & Papadopoulou, M. (2019). Education through voluntary actions: participation of University students at a refugee children literacy program using drama techniques in education. In Androusou, A., Sfyroera, M., Vellopoulou, A., Delē, S., Didachou, E., Katsikonourē, E., Saitē, S. (Eds.), [From Here and from Everywhere: Educational Changes and Pedagogical Practices for an open school. 11th Panhellenic Conference OMER—TEAPI-UoA Proceedings]. (pp.518-529). Retrieved from http://www.omep.gr/συνέδρια/241-11o-συνέδριο.html
• Vitsou, M., Papadopoulou, M., & Gana, E. (2019). Drama pedagogy for refugee children: a means for empowerment and communication. Babylonia, 2019(3), 44-49. Retrieved from http://babylonia.ch/en/archive/2019/number-3/
• White, M. D., & Marsh, E. E. (2006). Content analysis: A flexible methodology. Library Trends, 55(1), 22−45