Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies

Autor/inn/en	Tapia Parada, Carla Ignacia; Tour, Ekaterina
Titel	Challenges for Teachers Working in Mainstream Schools with Culturally and Linguistically Diverse Students in Chile: Two Case Studies
Quelle	In: International Journal of Multicultural Education, 24 (2022) 2, S.97-113 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Teachers; Mainstreaming; Language Minorities; Barriers; Influences; Cultural Differences; Student Diversity; Learner Engagement; Chile; Haiti + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Sprachminderheit; Influence; Einfluss; Einflussfaktor; Kultureller Unterschied
Abstract	Recently, Chile has experienced a significant increase in linguistically and culturally diverse immigrants from Haiti. However, little is known about how Chilean teachers cope with this issue. Using Haworth's (2009) model of contextual layers of teachers' work as a conceptual lens, this article reports the findings from two case studies. Findings show that participants often struggled to teach their culturally and linguistically diverse students. These difficulties were attributed to teachers' low levels of professional preparedness to work with these students and limited in-school support. The article offers several implications for different stakeholders. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01