ABSTRACT
This chapter presents a small exploratory study undertaken in two community schools in the UK that draws on a blended approach to learning and utilises methods of inquiry learning and mobile technologies to facilitate young people's engagement in citizen-led inquiry with a focus on social and cultural issues. Cultural citizen inquiry is seen as a tool to make people attentive, and to frame their engagement with everyday contexts in ways that may foster forms of participation and agency that can be made visible and accessible due to the spread of digital and networked technology. In the UK, a great deal of heritage language (HL) or community language education takes place in supplementary/community schools, which offer educational support and other out-of–school activities to children of ethnic or other minority backgrounds. The study presented in this chapter focuses on a language programme in Greek Supplementary Schools in the UK. It focuses on the data collected from the school in Buckinghamshire.
