Exploring Language Ideologies and Preparing Preservice Teachers for Multilingual and Multicultural Classrooms

Lew, Shim; Siffrinn, Nicole E.

doi:10.1177/2381336919870281

Cited by 14 publications

(8 citation statements)

References 34 publications

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“…As a result, possessing cultural competence demonstrates quality achievement which should be inculcated into the learners. In particular, the learners from diverse backgrounds might have equitable educational opportunities to enable them to have a nationality (Lew and Siffrinn, 2019). By allowing the strategic way promoting critical thinking within multiple perspectives of integration process within multicultural skills development context and interaction within diverse environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Culturally responsive and communicative teaching for multicultural integration: qualitative analysis from public secondary school

Huda,

Bakar

2024

QRJ

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PurposeThe aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.Design/methodology/approachThe empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.FindingsThe findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.Originality/valueThe contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.

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Section: Literature Reviewmentioning

confidence: 99%

Culturally responsive and communicative teaching for multicultural integration: qualitative analysis from public secondary school

Huda,

Bakar

2024

QRJ

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“…This focus on testing foregrounds school practices as ones that are best provided in an English-only classroom. As a result, teaching to the test in a monolingual classroom has now become a normalised part of education at all stages of schooling (Ellis, 2013;Lew & Siffrinn, 2019;Moloney & Giles, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…So, I guess all that social dimension of being in Australia." (Lauren@Paschim) It was also recognised that an emphasis on standardised testing has resulted in English-only classrooms with a focus on teaching to the test (Creagh, 2014;Ellis, 2013;Lew & Siffrinn, 2019;Moloney & Giles, 2015) rather than responding to the needs of students.…”

Section: Differentiation In the Language Classroommentioning

confidence: 99%

Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.

Nguyen

Rushton

2023

TiC

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Education in Australia is changing in ways that reflect increasing cultural and linguistic diversity of students and also teachers. Responding to increased cultural and linguistic diversity, Australian educators have recognised the importance of providing a diverse range of opportunities for social learning, multicultural engagement and support for students learning English as an additional language or dialect (EAL/D). However only a few studies examine the experience and work EAL/D teachers (Cruickshank et al., 2003; Hammond, 2014) especially in reference to the standards framework provided by the Australian Professional Standards for Teachers (APST). In this case study teachers’ perceptions about their roles, as teachers of EAL/D students, are explored. The lens of activity theory and expansive learning is used to examine the tensions and conflicts they reveal especially in respect to the APST which are currently used to describe teachers’ work. Data was collected through both focus group and individual interviews across four sites. All the participants were teachers of EAL/D students working in public schools in NSW. It is hoped that this study will raise awareness of the professional learning needs of teachers who work with EAL/D students.

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“…Specifically, it posits four domains of experience through which a general knowledge base about teaching is constructed: (1) history as a learner, (2) pre‐service graduate work, (3) classroom experience and (4) contextual factors. Within these domains of experience, a teacher’s ideas about language teaching is constructed through her experiences learning language; being around language varieties; experiences with school‐level language policies (Menken & García, 2010); and sustained exposure to language ideologies (Lew & Siffrinn, 2019). A stated assumption of this work positions teachers as agentive decision‐makers who draw upon, “complex, practically‐oriented, personalized and context‐sensitive networks of knowledge, thoughts and beliefs,” (Borg, 2003; p. 81).…”

Section: How Teachers Develop Ideas About Language and Language Teachingmentioning

confidence: 99%

Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language

Ardell¹

2021

TESOL Quarterly

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To support emergent bilinguals in the content area classroom, applied linguists suggest teachers add metalinguistic conversations to their pedagogical repertoire. However, such language-centered pedagogies may become difficult to enact when a teacher sees language at the word level. This comparative teacher case study explores how teacher Pedagogical Language Knowledge was observed in two upper elementary teachers working with emergent bilinguals in the social studies classroom. Through a novel discourse analytic scheme that traces a teacher's linguistic dispositions, I examine the relationship between beliefs about language and instructional practice that reveal teachers place a disproportionate emphasis on vocabulary study. Findings endorse professional support initiatives that allow teachers to explore their histories as language learners while offering sustained exposure to how non-lexical features of academic language may be embedded into disciplinary instruction.

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Exploring Language Ideologies and Preparing Preservice Teachers for Multilingual and Multicultural Classrooms

Cited by 14 publications

References 34 publications

Culturally responsive and communicative teaching for multicultural integration: qualitative analysis from public secondary school

Culturally responsive and communicative teaching for multicultural integration: qualitative analysis from public secondary school

Teachers’ perceptions about their work with EAL/D students in a standards-based educational context.

Language and Words: How Vocabulary Teaching Indexes Teacher Histories and Beliefs about Language

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