Pedagogical and Political Encounters in Linguistically and Culturally Diverse Primary Classrooms: Examples from Quebec, Canada, and Gauteng, South Africa

Autor/inn/en	Breton-Carbonneau, Gabrielle; Cleghorn, Ailie; Evans, Rinelle; Pesco, Diane
Titel	Pedagogical and Political Encounters in Linguistically and Culturally Diverse Primary Classrooms: Examples from Quebec, Canada, and Gauteng, South Africa
Quelle	In: Compare: A Journal of Comparative and International Education, 42 (2012) 3, S.373-391 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2011.650870
Schlagwörter	Qualitative Research; Language of Instruction; Multilingualism; Cultural Pluralism; Foreign Countries; Immigrants; English (Second Language); Teaching Methods; Urban Schools; Educational Objectives; Politics of Education; Interviews; Teacher Attitudes; Observation; French; Language Role; Cultural Differences; Teacher Student Relationship; Second Language Learning; Acculturation; Cultural Context; Cultural Background; African Languages; Native Language; Elementary School Teachers; Elementary School Students; Canada (Montreal); South Africa + Suchen Sie Ihr Suchwort? Qualitative Forschung; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Ausland; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Educational objective; Bildungsziel; Erziehungsziel; Educational policy; Bildungspolitik; Interviewing; Interviewtechnik; Lehrerverhalten; Beobachtung; Französisch; Kultureller Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung; Zweitsprachenerwerb; Akkulturation; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) pedagogically, effective teacher-learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms; (2) politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This ongoing qualitative research underlines the importance of preparing pre-service and in-service teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching-learning process. (Contains 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10