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- Volume 38, Issue, 2015
Australian Review of Applied Linguistics - Volume 38, Issue 3, 2015
Volume 38, Issue 3, 2015
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Identities in motion
Author(s): Jim Cumminspp.: 99–105 (7)More LessRecent scholarship within the field of applied linguistics highlights the fact that identities are not static but are fluid, multiple, changeable across time and space, and always constructed in relationship to interactions with others. In other words, identities are constantly in motion. This paper presents a framework for examining the notion of ‘identities in motion’ as a core analytic construct in understanding patterns of educational success and failure. This framework is contrasted with the implicit frameworks that have operated in many countries that consign notions of identity negotiation to the margins and focus on ‘educational effectiveness’ as a process of instructional and organisational efficiency in isolation from the historical and current social context.
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Plurilingual teachers and their experiences navigating the academy
Author(s): Antoinette Gagné, Carrie Chassels and Megan McIntoshpp.: 106–122 (17)More LessDrawing on qualitative data collected from plurilingual teachers in the context of three research studies conducted at the University of Toronto between 2004 and 2015, this paper critically examines, through a dialogue between the three researchers, the experiences of plurilingual teacher candidates and graduate students in Education as they navigate the academy. A trioethnographic methodology is used, unpacking the underlying tensions of roles and positions held by each of the researchers in the Student Success Centre (SSC) which offers a range of support services and provides a space where plurilingual teacher learners can interact with plurilingual tutors during their academic journey which may include practica and internships. We relate our findings focussed on the SSC to the literature on diverse teachers in universities as well as writing centre research calling for significant changes in how to support plurilingual students in the academy in order to highlight lessons and strategies for equity.
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Plurilingual pre-service teachers in a multicultural society
Author(s): Robyn Moloney and Andrew Gilespp.: 123–138 (16)More LessIn view of the increasing cultural and linguistic diversity in school classrooms in many English-majority countries, the profile of the pre-service teachers being trained to teach in those classrooms has become of research interest. It was found in a cohort of Australian pre-service teachers that one third of the cohort was plurilingual. This article reports the findings of a project which interviewed fifteen plurilingual pre-service teachers about their linguistic identity, tertiary studies, experiences during practicum teaching, and their beliefs about their future teaching career. The findings reveal dynamic, hybrid, empowered plurilingual identities within their personal lives. In their university studies, however, their skills are invisible, as there are no links made between their identities and their developing professional skills as new teachers. Experiences during practicum included both some validating interactions in diverse schools, but also feelings of exclusion in monolingual schools. The pre-service teachers were insightful as to the valuable skills they possessed which could enhance student learning. The study indicates the need, within the discourse of Australian multiculturalism, for teacher standards, teacher education and schools to recognise plurilingual pre-service teachers’ abilities as a teaching and learning resource, in order for them to achieve an integrated professional identity.
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Betwixt and between
Author(s): Monica Frank and Roumiana Ilievapp.: 139–154 (16)More LessThe success of Canada’s immigration policy is intrinsically tied to employment of an immigrant workforce. Teaching is the fourth largest profession among Canadian immigrants, yet immigrants whose occupations are in education are three times less likely to be employed in their matching profession. Failure to incorporate an immigrant workforce not only affects economic success, but has repercussions for immigrant professional identity. This paper reflects on the development of professional identity for twelve internationally educated immigrant teachers (IETs) seeking to reposition themselves as teachers in the Greater Vancouver area of British Columbia, Canada. Through qualitative interviews and Life Positioning Analysis (Martin, 2013), this research explored the role of significant others in facilitating or impeding IETs’ inclusion into the teaching force and subsequent effects on professional identity development. Language and linguistic abilities emerged as a pervasive theme. Participants found acceptance and validation of their language and cultural differences through the perspectives of the students with whom they came into contact. In contrast, the professional teaching community’s perspectives in regard to accents and language proficiency caused IETs to question their competence and negatively impacted their professional identities. Implications for practice with respect to supporting IETs repositioning are offered.
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A framework for inclusion
Author(s): Kenneth Cruickshankpp.: 155–171 (17)More LessLinguistic 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.
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Linguistic barriers among Internationally Educated Teachers in Ireland and Canada
Author(s): Clea Schmidt and Rory McDaidpp.: 172–183 (12)More LessDrawing on qualitative interview and focus group data collected from Internationally Educated Teachers (IETs) in the context of two different research studies conducted in Ireland and Manitoba, Canada, this article critically examines how national/regional linguistic requirements and expectations of a hidden curriculum are experienced as barriers to employment and as status inhibitors. While the two sites contrast starkly in terms of size, migration frameworks, and population demographics, some IETs are faced with comparable barriers in terms of securing work in their field in both countries. We make two main arguments on the basis of our findings: 1) language proficiency requirements for IETs should be accompanied by appropriate language supports, and 2) education systems must move beyond viewing language within a monolingual framework to avoid devaluing the rich linguistic repertoires of IETs who are multilingual. Analysis draws on the concept of plurilingualism to advocate for a more complex and inclusive approach to defining linguistic competence for teachers. Further, the theoretical lens of language ecology usefully emphasises the wider linguistic context that should be taken into account when designing and implementing policy and programming for IETs. Implications of this research illuminate the ways power and linguistic identity intersect in international education systems.
Volumes & issues
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Volume 47 (2024)
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Volume 46 (2023)
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Volume 45 (2022)
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Volume 44 (2021)
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Volume 43 (2020)
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Volume 42 (2019)
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Volume 41 (2018)
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Volume 40 (2017)
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Volume 39 (2016)
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Volume 38 (2015)
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Volume 37 (2014)
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Volume 36 (2013)
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Volume 35 (2012)
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Volume 34 (2011)
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Volume 33 (2010)
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Volume 32 (2009)
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Volume 31 (2008)
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Volume 30 (2007)
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Volume 29 (2006)
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Volume 28 (2005)
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Volume 27 (2004)
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Volume 26 (2003)
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Volume 25 (2002)
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Volume 24 (2001)
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Volume 23 (2000)
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Volume 22 (1999)
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Volume 21 (1998)
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Volume 20 (1997)
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Volume 19 (1996)
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Volume 18 (1995)
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Volume 17 (1994)
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Volume 16 (1993)
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Volume 15 (1992)
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Volume 14 (1991)
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Volume 13 (1990)
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Volume 12 (1989)
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Volume 11 (1988)
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Volume 10 (1987)
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Volume 9 (1986)
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Volume 8 (1985)
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Volume 7 (1984)
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Volume 6 (1983)
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Volume 5 (1982)
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Volume 4 (1981)
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Volume 3 (1980)
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Volume 2 (1979)
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Volume 1 ([1978, 1977])
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Volume 1 ([1978, 1977])
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