Synecdochising Student Identities: EAL Teachers' Positioning of Adult EAL Students in Australia

Autor/inn/en	Sumithran, Suma; Chowdhury, Raqib; Barnes, Melissa
Titel	Synecdochising Student Identities: EAL Teachers' Positioning of Adult EAL Students in Australia
Quelle	In: Qualitative Research Journal, 23 (2023) 1, S.13-26 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chowdhury, Raqib) ORCID (Barnes, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-9883
DOI	10.1108/QRJ-05-2022-0064
Schlagwörter	Self Concept; Adult Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Power Structure; Race; Cultural Background; Disadvantaged; Critical Theory; Teaching Methods; Teacher Student Relationship; Instructional Effectiveness; Educational Background; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Rasse; Abstammung; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Vorbildung; Australien
Abstract	Purpose: Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL classroom. As a result, students are often rendered voiceless by essentialist discourses on culture and identity in the classroom that serve to replicate and reinforce dominant societal discourses and strengthen existing institutional power structures. Design/methodology/approach: By drawing on a postcolonial theoretical framework comprising theories of race, identity, power, representation, synecdoche and Third Space, this paper interrogates current literature to understand the complex multidimensional and dynamic cultural identities of adult EAL students. Findings: This paper reveals that adult EAL students are still being oversimplified within the classroom, not just disadvantaging students and institutions, but also hindering multicultural pedagogies. Originality/value: This paper suggests that teachers require opportunities for critical reflection incorporated within a critical pedagogy in decolonised classrooms that can not only build respectful and equitable awareness of their students' cultural identities and educational and historical backgrounds but provide important implications for effective pedagogical practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01