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(2001) found that the number of language learning strategies available to a learner was dependent on prior linguistic experience and the proficiency levels in each of the languages at the learner’s disposal. Finally, Jessner (2006) concludes by citing Zapp (1983: 199) that this crosslanguage approach to teaching should be accompanied and supported by language learning strategy training as a crucial tool in helping learners structure prior language knowledge in order to develop their languages and become more autonomous learners. She points out the need for further research in multilingualism to reveal the language learning strategies that students bring to learning in order to enhance strategy transfer.
5.9. Multilingualism in Greek society and education A paradox found in the attitudes of the Greek state and individuals is that they seem to value greatly and invest into the learning of prestigious foreign languages such as English, German and French, while, at the same time, ignore or neglect the fact that Greece is a multilingual country with many people who bring into it different languages and cultures (Damanakis, 1997; Gogonas, 2010). The reason for the presence of a large number of multilinguals living in Greece is the influx of migrants with the mass immigration into Greece starting in the early 1990s. That was the time when Greece was a destination for people seeking work from countries such as Albania, Bulgaria, Romania, Pakistan, African countries, etc. and for repatriated Greeks from the former Soviet Republics. Tsokalidou (2005) notes that even before the recent influx of migrants the linguistic profile of Greece was characterized by diversity. The Turkish-speaking population of Thrace became Greek citizens in May 1920 when western Thrace became part of Greece and Turkish became the only officially recognized minority language. According to the 1923