ESL and Canadian Multiculturalism: Multilingual, Intercultural Practices for the 21st Century

MacPherson, Seonaigh; Khan, Diana Turner Ranya; Hingley, Warren; Tigchelaar, Ann; Lafond, Lori Dustan

doi:10.18806/tesl.v0i0.1037

Cited by 9 publications

(6 citation statements)

References 10 publications

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“…Some of the specific communicative abilities required to work with diverse learners include bilingual, dual-language, and content-based teaching (Cummins, 2008;Thomas & Collier, 2001). Second-language teachers need to recognize World Englishes and nonnative speakers as normative (Alptekin, 2002;Corbett, 2003;LoBianco, Liddicoat, & Crozet, 1999;MacPherson, 2006;MacPherson et al, 2004). "Heritage" language teachers need access to locally developed intercultural resources (Naqvi, 2008), just as mainstream teachers need access to dual language books in early literacy programs, which have been found to enhance multilingual awareness for all learners (Naqvi, Coburn, Goddard, & Mayer, 2007).…”

Section: Communication and Languagementioning

confidence: 99%

Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching

MacPherson

2009

Journal of Teacher Education

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This article presents findings from a study that investigated intercultural teaching through teachers’ collaborative conversations about critical intercultural incidents in schools. The data were generated through Web-CT and face-to-face dialogues between preservice, inservice, and university teachers about critical intercultural incidents identified by the preservice candidates during practicum experiences. Findings focus on teachers’ intercultural decision making within two broad categories: “minding” (making choices, enabling cultures, respecting and sharing power, and arbitrating and agonizing what is just) and “responding” (fostering intercultural communities, opening “safe” spaces, protecting students and surroundings, and “stepping up” to address it). Implications include the role of social and emotional learning and power dynamics in intercultural teaching and the potential for a case-study approach to intercultural teacher education.

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Section: Communication and Languagementioning

confidence: 99%

Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching

MacPherson

2009

Journal of Teacher Education

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“…These concepts have considerably influenced educational systems in Canada as well. In the same fashion, teaching English as an additional language, and generally second language education, has had its own share of this conversation and borrowed a great deal from it (MacPherson et al, 2004). The political and social conversations favouring multiculturalism paved the way for academic investigations into second language education, bilingualism, and multilingualism.…”

Section: Creating Genre Transparencymentioning

confidence: 99%

The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario

Kalan

2013

ELT

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This paper attempts to illustrate the impact of Canadian social, political, and academic discourses on second language writing pedagogy in Ontario schools. Building upon the views that regard teacher knowledge as teachers' sociocultural interactions and lived experiences, and not merely intellectual capabilities gained within teacher preparation, this article proposes that the impact of dominant social discourses on classroom practice might be more profound than teachers' creativity and initiative. This idea is demonstrated by examining the findings of a grounded theory study of frequently employed strategies that can deal with intercultural rhetoric in EAL (English as an additional language) academic writing. Guided by Foucauldian critical discourse analysis, this article approaches the experiences of five Ontario EAL teachers with intercultural rhetoric in order to show the significance of the influence of dominant Canadian social discourses on their practice. This report, in particular, explores possible connections between the popularity of strategies that employ students' first languages in EAL academic writing and dominant social, political, and academic discourses in Canada over the past 50 years. This paper, finally, poses questions about the future of EAL writing pedagogy as anti-multiculturalism discourses gain more dominance in Canada.

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“…In the study that follows, I asked pre-service teachers to reflect upon their interpretations of ESL parents' knowledge and teaching in addressing the needs of ESL students. This third notion of reflection, as subjective and personal knowledge, will be also examined as a possible bridge toward awareness of the biases and prejudices preservice teachers may have about ESL students, transcultural understanding, acceptance of conflicting perspectives, a profound respect of others' lived differences, and a strategic awareness of cultural contexts that influence one's own beliefs, values, attitudes, and behaviors (Banks et al, 2005;Hoerder et al, 2006;MacPherson et al, 2004;Tellez & Waxman, 2006).…”

Section: Reflection As Practitioner Knowledgementioning

confidence: 99%

Exploring Linguistic, Cultural, and Religious Diversity in Canadian Schools: Pre-Service Teachers’ Learning from Immigrant Parents

Guo

2012

JCIE

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The knowledge immigrant parents hold about their children is often unrecognized by Canadian educational systems. Parent knowledge has vital implications for Canadian school systems and for teacher preparation. Based on interviews of parents from 15 countries, this study presented three types of parent knowledge: First language, cultural and religious knowledge. Then, parent knowledge was shared with a group of pre-service teachers. Results reveal some pre-service teachers encouraged the use of students’ first language in their practicum whereas others internalized their monolingual ideology despite multilingual realities. They recognized cultural misunderstanding between immigrant parents and Canadian teachers and systemic racism, and questioned the feasibility of accommodating everyone’s religious needs. The study calls for the reconstruction of difference and the inclusion of epistemological pluralism, particularly immigrant parent knowledge, within teacher education. The study also suggests that it is important to help pre-service teachers shift their representation of multilingualism from being a problem to a resource, challenge their Eurocentric perspectives, understand immigrant students’ cultural backgrounds, and address religious-based exemptions and accommodation.

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ESL and Canadian Multiculturalism: Multilingual, Intercultural Practices for the 21st Century

Abstract: This article is a collaborative initiative of the TESL profession in

Cited by 9 publications

References 10 publications

Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching

Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching

The Impact of Canadian Social Discourses on L2 Writing Pedagogy in Ontario

Exploring Linguistic, Cultural, and Religious Diversity in Canadian Schools: Pre-Service Teachers’ Learning from Immigrant Parents

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