Multilingual Language Trainers as Language Workers: A Discourse-Ethnographic Investigation

Autor/in	Barakos, Elisabeth
Titel	Multilingual Language Trainers as Language Workers: A Discourse-Ethnographic Investigation
Quelle	In: Language and Intercultural Communication, 19 (2019) 2, S.184-200 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barakos, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2018.1487971
Schlagwörter	Multilingualism; Second Language Learning; Second Language Instruction; Knowledge Economy; Foreign Countries; Corporations; Language Teachers; Teacher Attitudes; Work Attitudes; Ethnography; Work Environment; Empathy; Cultural Awareness; Teaching Skills; Teaching Methods; Language Attitudes; Discourse Analysis; Intercultural Communication; Austria + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Ausland; Unternehmen; Language teacher; Sprachunterricht; Lehrerverhalten; Work attitude; Arbeitshaltung; Ethnografie; Arbeitsmilieu; Empathie; Cultural identity; Kulturelle Identität; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverhalten; Diskursanalyse; Interkulturelle Kommunikation; Österreich
Abstract	This article examines language trainers as language workers in an Austrian language education company. The study interrogates what the trainers' discourses, ideologies and practices about the nature of their work are, and how these reside within the logic and discursive practices of their employer. A close analysis of interview, ethnographic and institutional data reveal that trainers get caught up between privileged and precarious working conditions. The findings emphasise that trainers identify shifting demands in language training that require them to act reflexively, empathetically and be able to connect the linguistic with the cultural and interpersonal. The results also suggest that the institutional discourse of the education company attempts an inclusive and emancipated diversity agenda but reproduces homogenous views of language, culture and the trainers' work. This paper contributes to growing critical scholarship on the intersection of language, education and work in the globalised knowledge economy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01