Betwixt and Between: Language and IETs Repositioning in British Columbia

Autor/inn/en	Frank, Monica; Ilieva, Roumiana
Titel	Betwixt and Between: Language and IETs Repositioning in British Columbia
Quelle	In: Australian Review of Applied Linguistics, 38 (2015) 3, S.139-154 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Foreign Countries; Professional Identity; Self Concept; Immigrants; Immigration; Employment; Labor Force; Educational Attainment; Foreign Workers; Teacher Attitudes; Qualitative Research; Interviews; Language Skills; Cultural Differences; Student Attitudes; Pronunciation; English (Second Language); Second Language Learning; Language Proficiency; Teacher Competencies; School Districts; Faculty Development; Multilingualism; Teacher Characteristics; Canada (Vancouver) + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Immigrant; Immigrantin; Immigranten; Dienstverhältnis; Labour force; Arbeitskraft; Erwerbsbevölkerung; Bildungsabschluss; Bildungsgut; Lehrerverhalten; Qualitative Forschung; Interviewing; Interviewtechnik; Language skill; Sprachkompetenz; Kultureller Unterschied; Schülerverhalten; Aussprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skills; Lehrkunst; School district; Schulbezirk; Mehrsprachigkeit; Multilingualismus
Abstract	The success of Canada's immigration policy is intrinsically tied to employment of an immigrant workforce. Teaching is the fourth largest profession among Canadian immigrants, yet immigrants whose occupations are in education are three times less likely to be employed in their matching profession. Failure to incorporate an immigrant workforce not only affects economic success, but has repercussions for immigrant professional identity. This paper reflects on the development of professional identity for twelve internationally educated immigrant teachers (IETs) seeking to reposition themselves as teachers in the Greater Vancouver area of British Columbia, Canada. Through qualitative interviews and Life Positioning Analysis (Martin, 2013), this research explored the role of significant others in facilitating or impeding IETs' inclusion into the teaching force and subsequent effects on professional identity development. Language and linguistic abilities emerged as a pervasive theme. Participants found acceptance and validation of their language and cultural differences through the perspectives of the students with whom they came into contact. In contrast, the professional teaching community's perspectives in regard to accents and language proficiency caused IETs to question their competence and negatively impacted their professional identities. Implications for practice with respect to supporting IETs repositioning are offered. (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