"Nobody Told Me They Didn't Speak English!": Teacher Language Views and Student Linguistic Repertoires in Hutterite Colony Schools in Canada

Autor/inn/en	Sterzuk, Andrea; Nelson, Cynthia A.
Titel	"Nobody Told Me They Didn't Speak English!": Teacher Language Views and Student Linguistic Repertoires in Hutterite Colony Schools in Canada
Quelle	In: Journal of Language, Identity, and Education, 15 (2016) 6, S.376-388 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2016.1233066
Schlagwörter	Foreign Countries; Language Variation; Geographic Regions; Teacher Attitudes; Qualitative Research; Monolingualism; Multilingualism; Teacher Student Relationship; Teacher Education; German; English (Second Language); Second Language Learning; Language Usage; Language of Instruction; Ethnic Groups; Religious Cultural Groups; Cultural Awareness; Metalinguistics; Family Environment; Case Studies; Semi Structured Interviews; Canada + Suchen Sie Ihr Suchwort? Ausland; Sprachenvielfalt; Lehrerverhalten; Qualitative Forschung; Mehrsprachigkeit; Multilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Teaching language; Unterrichtssprache; Ethnie; Kirchliche Gruppe; Religionszugehörigkeit; Cultural identity; Kulturelle Identität; Metalanguage; Metasprache; Familienmilieu; Case study; Fallstudie; Case Study; Kanada
Abstract	This article presents a qualitative study of five monolingual teachers' understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b) written High German as a language for religious worship, and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students' linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants' awareness of the students' language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The article concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01