Community Languages Teachers' Funds of Knowledge: Domains, Meta-Awareness and Transferability

Autor/inn/en	Qi, Jing; Mullan, Kerry
Titel	Community Languages Teachers' Funds of Knowledge: Domains, Meta-Awareness and Transferability
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 4, S.483-497 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Jing) ORCID (Mullan, Kerry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2119834
Schlagwörter	Community Schools; Second Language Instruction; Second Language Learning; Foreign Countries; Faculty Development; Language Teachers; Cultural Capital; Interdisciplinary Approach; Interpersonal Competence; Cultural Awareness; Intercultural Communication; Teaching Experience; Australia + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Fremdsprachenunterricht; Zweitsprachenerwerb; Ausland; Language teacher; Sprachunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Interpersonale Kompetenz; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Australien
Abstract	Community languages (CL) schools have grown rapidly to accommodate an increasing number of learners globally. However, teacher development for CL schools remains under-researched, and a deficit view of the CL teachers continues to dominate. Contextualised in Victoria Australia, and theoretically driven by the concept of funds of knowledge, this study explores how CL teachers' everyday life and work practices might constitute sources of knowledge that are worthy of curricular and pedagogical notice. Specifically, this study addresses two research questions: what funds of knowledge do CL teachers have? How do they use such knowledge for teaching in CL schools? Qualitative data and descriptive statistics were collected through teacher surveys, teacher journals and workshop observation of 70 CL teachers of 15 languages in Victoria, Australia. CL teachers' funds of knowledge were analysed and defined in terms of domains of practices, teacher meta-awareness, and knowledge transferability. We delineate four interwoven domains of CL teachers' funds of knowledge, which have been generated through and embedded in their interpersonal, intercultural, inter-schooling and interdisciplinary practices. We argue for professional development of CL teachers to build upon increasing CL teachers' meta-awareness and facilitating specific and broad transfers of their funds of knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01