A Framework for Inclusion: Plurilingual Teachers in Day and Community Schools

Autor/in	Cruickshank, Ken
Titel	A Framework for Inclusion: Plurilingual Teachers in Day and Community Schools
Quelle	In: Australian Review of Applied Linguistics, 38 (2015) 3, S.155-171 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Cultural Pluralism; Multilingualism; Disadvantaged; Interviews; Teacher Attitudes; Faculty Development; Teaching Methods; Employment Opportunities; Educational Policy; Teaching Skills; Immigrants; Refugees; Barriers; Community Schools; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Second Language Learning; Second Language Instruction; Language Teachers; Teacher Role; Faculty Mobility; Australia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Mehrsprachigkeit; Multilingualismus; Interviewing; Interviewtechnik; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Berufschance; Beschäftigungschance; Politics of education; Bildungspolitik; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Immigrant; Immigrantin; Immigranten; Flüchtling; Community school; ; Gemeindeschule; Gemeinschaftsschule; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerrolle; Australien
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). Plurilingual 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. (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