1887
Teachers’ Plurilingual Identities in Transnational Contexts
  • ISSN 0155-0640
  • E-ISSN: 1833-7139

Abstract

Linguistic and cultural diversity is becoming a feature of the teaching profession in OECD countries with the increase in global migration and mobility (Reid, Collins & Singh, 2014). Plurilinguali teachers, however, tend to experience marginalisation in terms of gaining employment and in their workplace experiences. Although there is a body of research into the ex/inclusion of plurilingual teachers at the systemic/policy level and individual level, there is a gap in what is known about the school factors. The ways that plurilingual teachers are positioned and position themselves vary across sites. This paper draws on teacher interview data in community languages and day schools to explore the factors which determine the value attached to plurilingual teachers’ work and the skills they bring to their teaching. The key features include the extent to which cultural/linguistic diversity in incorporated in school curriculum, the impact and role of community participation in the school and the focus on and support for appropriate pedagogies and teacher professional development.

Loading

Article metrics loading...

/content/journals/10.1075/aral.38.3.05cru
2015-01-01
2025-02-09
Loading full text...

Full text loading...

References

  1. Adair, J.
    (2012) Confirming Chanclas: What early childhood teacher educators can learn from immigrant preschool teachers, Journal of Early Childhood Education, 32(1), 55–71. doi: 10.1080/10901027.2010.547652
    https://doi.org/10.1080/10901027.2010.547652 [Google Scholar]
  2. Archer, L. , Francis, B. , & Au, A.
    (2010) The Culture Project: Diasporic negotiations of ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools. Oxford Review of Education, 36(4), 407–426. doi: 10.1080/03054981003775293
    https://doi.org/10.1080/03054981003775293 [Google Scholar]
  3. Bartlett, L.
    (2014) Migrant teachers: How American schools import labor. Cambridge, MA: Harvard University Press. doi: 10.4159/harvard.9780674726345
    https://doi.org/10.4159/harvard.9780674726345 [Google Scholar]
  4. Birrell, B. , Dobson, I. R. , Rapson, V. & Smith, T. F.
    (2006) Australia’s net gains from international skilled movement. Melbourne: Centre for Population and Urban Research, Monash University.
    [Google Scholar]
  5. Blackledge, A. , & Creese, A.
    (2012) Multilingualism: A critical perspective. London: Routledge.
    [Google Scholar]
  6. Cardona, B. , Noble, G. , & di Biase, B.
    (2008) Community languages matter! Challenges and opportunities facing the Community Languages Program in NSW. Sydney: UWS.
    [Google Scholar]
  7. Carrington, B. & Tomlin, R.
    (2000) Towards a more inclusive profession: Teacher recruitment and ethnicity, European Journal of Teacher Education, 23(2), 139–157. doi: 10.1080/713667271
    https://doi.org/10.1080/713667271 [Google Scholar]
  8. Cruickshank, K. , Wright, J. , Tsung, L. , & Black, S.
    (2014, November 30 – December 4). Access and equity in languages study K-12. Symposium papers, AARE-NZARE Conference 2014, Brisbane, Queensland, Australia.
    [Google Scholar]
  9. Cummins, J.
    (1987) Empowering minority students: A framework for intervention. Harvard Educational Review56(1), 18–36. doi: 10.17763/haer.56.1.b327234461607787
    https://doi.org/10.17763/haer.56.1.b327234461607787 [Google Scholar]
  10. (2007) Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240.
    [Google Scholar]
  11. (2009) Multilingualism in the English-language classroom: Pedagogical considerations. TESOL Quarterly, 43(2), 317–321. doi: 10.1002/j.1545‑7249.2009.tb00171.x
    https://doi.org/10.1002/j.1545-7249.2009.tb00171.x [Google Scholar]
  12. Dewar, S. & Visser, H.
    (2000) Overseas teachers teaching in New Zealand Schools. Research Report Series No. 10. Wellington, NZ: Wellington Research Unit, Ministry of Education.
    [Google Scholar]
  13. Florence, N.
    (2010) Immigrant teachers, American students: Cultural differences, cultural disconnections. New York: Palgrave MacMillan.
    [Google Scholar]
  14. Gagné, A. , Kjorven, O. , & Ringen, B.-J.
    (Eds) (2009) Teacher diversity in diverse schools – Challenges and opportunities for teacher education. Oslo, Norway: Oplandske Bokforlag.
    [Google Scholar]
  15. Garcia, O. , Zakharia, Z. , & Otcu, B.
    (Eds.). (2013) Bilingual community education and multilingualism: Beyond heritage languages in a global city. Bristol: Multilingual Matters.
    [Google Scholar]
  16. Ingersoll, R. & May, H.
    (2011) Recruitment, retention and the minority teacher shortage. Consortium for Policy Research in Education, University of Pennsylvania. Retrieved fromwww.cpre.org/sites/default/files/researchreport/1221_minorityteachershortagereportrr69se ptfinal.pdf.
    [Google Scholar]
  17. Inglis, C. & Philips, R.
    (1995) Teachers in the sun: The impact of immigrant teachers on the labour force. Canberra: Australian Government Publishing Service.
    [Google Scholar]
  18. Kramsch, C.
    (1993) Context and culture in language teaching. Oxford: Oxford University Press.
    [Google Scholar]
  19. Miller, P. W.
    (2007) ‘Brain gain’ in England: How overseas trained teachers have enriched and sustained English education. Perspectives in Education, 25(2), 25–34.
    [Google Scholar]
  20. (2008a) Professional lives under review: Evaluating the human capital impacts of overseas trained teachers on secondary education in London. Educate, Special London Issue, 22–35.
    [Google Scholar]
  21. (2008b) Downgrading and discounting the qualifications of migrant professionals in England: The case of overseas-trained teachers. Education, Knowledge & Economy, 2(1), 1–12.
    [Google Scholar]
  22. Miller, P.W.
    (2008c) Overseas trained teachers in England: towards a policy framework for professional and social integration. Policy Futures, 6(3), 280–285. doi: 10.2304/pfie.2008.6.3.280
    https://doi.org/10.2304/pfie.2008.6.3.280 [Google Scholar]
  23. ‘Norris Report’ Centre for Curriculum and Professional Development, Murdoch University and Simpson Norris International
    ‘Norris Report’ Centre for Curriculum and Professional Development, Murdoch University and Simpson Norris International (2000) Pathways for Australian school students to achieve high levels of proficiency in Asian languages. Report prepared forthe NALSAS Taskforce DETYA, Canberra.
    [Google Scholar]
  24. Ochs, K. & Jackson, P.
    (2009) Review of the implementation of the Commonwealth Teacher Recruitment Protocol. London: Commonwealth Secretariat.
    [Google Scholar]
  25. OECD
    OECD (2011) International migration outlook, SOPEMI 2011. Paris: OECD.
    [Google Scholar]
  26. Penson, J. & Yonemura, A.
    (2012) Next steps in managing teacher migration. Papers of the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration, Addis Ababa, Ethiopia, 8-9 June 2011. Paris: UNESCO & Commonwealth Secretariat.
    [Google Scholar]
  27. Reid, C. , Collins, J. & Singh, M.
    (2014) Global teachers, Australian perspectives. Goodbye Mr. Chips, Hello Mrs Banerjee. Singapore: Springer Science + Business Media. doi: 10.1007/978‑981‑4451‑36‑9
    https://doi.org/10.1007/978-981-4451-36-9 [Google Scholar]
  28. Schmidt, C. & Block, L.
    (2010) Without and within: The implications of employment and ethnocultural equity policies for internationally educated teachers. Canadian Journal of Educational Administration and Policy, 100. Available atfiles.eric.ed.gov/fulltext/EJ883755.pdf.
    [Google Scholar]
  29. Schmidt, C.
    (2010) Systemic discrimination as a barrier for immigrant teachers. Diaspora, Indigenous, and minority Education (DIME), 4(4), 235–252. doi: 10.1080/15595692.2010.513246
    https://doi.org/10.1080/15595692.2010.513246 [Google Scholar]
  30. Walsh, S. , Brigham, S. & Wang, Y.
    (2011) Internationally-educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada. Teaching and Teacher Education, 27, 657–665. doi: 10.1016/j.tate.2010.11.004
    https://doi.org/10.1016/j.tate.2010.11.004 [Google Scholar]
/content/journals/10.1075/aral.38.3.05cru
Loading
  • Article Type: Research Article
Keyword(s): inclusion; linguistic and cultural diversity; plurilingual teachers
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error