Migrant Teachers and Classroom Encounters: Processes of Intercultural Learning

Autor/in	Benson, Alan
Titel	Migrant Teachers and Classroom Encounters: Processes of Intercultural Learning
Quelle	In: London Review of Education, 17 (2019) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Immigrants; Immigration; Mathematics Instruction; Cultural Pluralism; Sociolinguistics; Professional Identity; Coping; Aggression; Pronunciation; Nonstandard Dialects; English (Second Language); Cultural Awareness; School Policy; Teacher Education; Intercultural Communication; Case Studies; Longitudinal Studies; Vignettes; Student Teaching; Student Attitudes; Student Characteristics; Placement; Classroom Communication; Foreign Countries; Teacher Student Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mathematics lessons; Mathematikunterricht; Kulturpluralismus; Soziolinguistik; Bewältigung; Aussprache; English as second language; English; Second Language; Englisch als Zweitsprache; Cultural identity; Kulturelle Identität; Schulpolitik; Lehrerausbildung; Lehrerbildung; Interkulturelle Kommunikation; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching practice; Unterrichtspraxis; Schülerverhalten; Betriebspraktikum; Praktikum; Klassengespräch; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Recent migration combined with strategies to diversify the teacher workforce has led to complexities in teacher diversity identified by the term 'superdiversity' (Vertovec, 2006). This article builds on recent work on the processes of convergence and superdiversity (Wessendorf, 2011) by focusing on meaningful encounters in the mathematics classroom. A sociolinguistics approach is used to discuss the performance of teacher identity, focusing on accent. An analysis of power shows tensions between Standard English and local vernaculars, involving microaggressions and opportunities for intercultural learning. The article concludes by discussing coping with microaggressions and the systemic implications for school policies and initial teacher training. It shows how microaggressions offer opportunities for intercultural learning and how classroom spaces can be developed that promote both this and the dispositions of an intercultural habitus. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01