Plurilingual Pre-Service Teachers in a Multicultural Society: Insightful, Invaluable, Invisible

Autor/inn/en	Moloney, Robyn; Giles, Andrew
Titel	Plurilingual Pre-Service Teachers in a Multicultural Society: Insightful, Invaluable, Invisible
Quelle	In: Australian Review of Applied Linguistics, 38 (2015) 3, S.123-138 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Preservice Teachers; Professional Identity; Practicums; Cultural Pluralism; Multilingualism; Foreign Countries; Profiles; Student Attitudes; Interviews; Self Concept; Teaching Experience; Futures (of Society); Educational Experience; Correlation; Social Isolation; Standards; Teacher Education; Student Characteristics; Cultural Background; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Kulturpluralismus; Mehrsprachigkeit; Multilingualismus; Ausland; Charakterisierung; Profilanalyse; Schülerverhalten; Interviewing; Interviewtechnik; Selbstkonzept; Future; Society; Zukunft; Bildungserfahrung; Korrelation; Soziale Isolation; Standard; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Australien
Abstract	In 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. (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. e-mail: info@alaa.org.au; Web site: http://www.alaa.org.au/page/aral_journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01