How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland

Autor/inn/en	Hindhede, Anette Lykke; Højbjerg, Karin
Titel	How Teachers Balance Language Proficiency and Pedagogical Ideals at Universities in Indigenous and Postcolonial Societies: The Case of the University of Greenland
Quelle	In: Journal of Language, Identity, and Education, 21 (2022) 6, S.439-452 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hindhede, Anette Lykke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2020.1832496
Schlagwörter	Postcolonialism; Teacher Role; Foreign Countries; Educational Policy; Bilingual Education; Eskimo Aleut Languages; Indo European Languages; Teacher Attitudes; Teaching Methods; College Faculty; Universities; Cultural Background; Native Language; Second Language Learning; Second Language Instruction; Indigenous Populations; Language Usage; Contrastive Linguistics; Translation; Educational Objectives; Academic Standards; Grading; Teacher Student Relationship; Power Structure; Teacher Characteristics; Language Proficiency; Faculty Development; Greenland; Denmark + Suchen Sie Ihr Suchwort? Post colonialism; Postkolonialismus; Lehrerrolle; Ausland; Politics of education; Bildungspolitik; Bilingual teaching; Bilingualer Unterricht; Indoeuropäisch; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; University; Universität; Zweitsprachenerwerb; Fremdsprachenunterricht; Sinti und Roma; Sprachgebrauch; Linguistics; Kontrastive Linguistik; Educational objective; Bildungsziel; Erziehungsziel; Notengebung; Schulnote; Teacher student relationships; Lehrer-Schüler-Beziehung; Language skill; Language skills; Sprachkompetenz; Grönland; Dänemark
Abstract	Based on Bourdieu's theory of practice, this article explores pedagogical ideals and educational policies in teachers' everyday practice in a postcolonial bilingual university setting in Greenland. Greenlandic and Danish teachers' teaching ideals were explored during a one-year pedagogy qualifying course for assistant professors organised by the (Danish) authors in cooperation with University of Greenland. The overall pedagogical agenda placed an emphasis on student activity. Both Greenlandic and Danish teachers' representations of their practice accounted for the linguistic and cultural backgrounds of their indigenous students, but they did so in different ways. Whereas Greenlandic teachers tended to emphasise formal correctness in the use of Greenlandic language and student understanding and translation of the learning objectives, Danish teachers tended to lower their own perceived academic norms and graded certain students more leniently in order to compensate for both their dominant role as teacher and for postcolonial dominance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01