Ethnolinguistic Diversity within Australian Schools: Call for a Participant Perspective in Teacher Learning

Autor/inn/en	Liyanage, Indika; Singh, Parlo; Walker, Tony
Titel	Ethnolinguistic Diversity within Australian Schools: Call for a Participant Perspective in Teacher Learning
Quelle	In: International Journal of Pedagogies and Learning, 11 (2016) 3, S.211-224 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1833-4105
DOI	10.1080/22040552.2016.1272529
Schlagwörter	Linguistics; Ethnic Groups; Multilingualism; Foreign Countries; Educational Policy; Classroom Communication; Discourse Analysis; Criticism; Self Concept; Cultural Awareness; Teaching Methods; Cultural Pluralism; Student Diversity; Classification; Cultural Background; Teacher Education; Faculty Development; Language of Instruction; Literacy; Numeracy; Testing Programs; Standards; English (Second Language); Second Language Learning; Dialects; Australia + Suchen Sie Ihr Suchwort? Linguistik; Ethnie; Mehrsprachigkeit; Multilingualismus; Ausland; Politics of education; Bildungspolitik; Klassengespräch; Diskursanalyse; Kritik; Selbstkonzept; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Classification system; Klassifikation; Klassifikationssystem; Lehrerausbildung; Lehrerbildung; Teaching language; Unterrichtssprache; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Standard; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Dialect; Dialekt; Australien
Abstract	Enactment of policy on diversity and learning in Australian schools is evident in "diversity talk" in daily discourses of school teachers. From policy documents to daily staffroom conversations, there is extensive use in contemporary Western educational discourse of ethnolinguistic categories. The categorization of students to groups on the basis of cultural and linguistic attributes can potentially be counter-productive to school learning and broader practices of intercultural understanding. In this paper we critique policy-derived categorizations in Australia that encourage teachers' perceptions of themselves as outside, rather than as participants in, the dynamic interplay of variables that characterize contemporary society. We call for increased opportunities in teacher education and teacher professional development in the areas of cultural identity and shifting cultural ethnoscapes as a basis for contextually responsive and pedagogically viable enactment of procedures and practices mandated by current policy settings with the aim of students from ethnolinguistically diverse backgrounds achieving their potential as participants in the broader community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01