Sámi language teachers’ professional identities explained through narratives about language acquisition

2019 ◽  
Vol 49 (1) ◽  
pp. 89-97
Author(s):  
Madoka Hammine ◽  
Pigga Keskitalo ◽  
Erika Katjaana Sarivaara
Keyword(s):  
Language Acquisition ◽  
Professional Identity ◽  
Language Education ◽  
Indigenous Communities ◽  
Language Teachers ◽  
Indigenous Language ◽  
Professional Identities ◽  
Multilingual Education ◽  
The Future ◽  
Indigenous Teachers

AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

scholarly journals The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

2016 ◽  
Vol 18 (2) ◽  
pp. 58 ◽  
Author(s):  
Rukmini Becerra-Lubies ◽  
Aliza Fones
Keyword(s):  
Language Learning ◽  
Language Education ◽  
Language Teachers ◽  
Indigenous Language ◽  
Sociocultural Perspective ◽  
Teachers Perceptions ◽  
Second Language Teachers ◽  
Mapuche People ◽  
K 12

Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers’ perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers’ perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Three research questions guide this study: What are teachers’ perceptions of their needs regarding their preparation to teach Mapudungun in urban IBE preschools? What are the current challenges that teachers face teaching Mapudungun in urban IBE preschools? Which experiences fostered their ability to teach Mapudungun? The findings of this study have implications for the incorporation of more complex notions of Indigenous language learning that are linked directly to Mapuche culture and its sociopolitical context, as well as the inclusion of teachers’ experiential knowledge in the preparation of teachers for work in IBE schools.

“Das bin ich...”: Corporeality and early German language education in (Slovak) kindergarten

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Ondrej Kaščák ◽  
Branislav Pupala ◽  
Iveta Kovalčíková
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Cultural Anthropology ◽  
Language Education ◽  
The Body ◽  
Language Teachers ◽  
German Language ◽  
Foreign Language Teachers ◽  
Foreign Language Acquisition

AbstractThis paper, based on ethnographically obtained data, discusses German language acquisition at an early age: the discovery of the interconnection between language and corporeality is the key component of the analysis based on videostudies. The body—conceived as an intermediary and content element of education, becomes an essential base for foreign language acquisition. This will be documented by tangible data and subsequent theoretical analysis with respect to relevant terminology of cultural anthropology (Körper and Leib). The principle of corporeality is further used as a means of perceiving German language education in the sense of the so called language propaedeutic concept and as a means of the legitimisation of particular qualification and the role of foreign language teachers in preschool institutions.

scholarly journals Axiological Strategies of Foreign Language Professional Pedagogical Education

2019 ◽  
pp. 44-54
Author(s):  
A.K. Krupchenko
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Basic Research ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Theory And Practice ◽  
State University ◽  
Educational Organizations ◽  
Current Trends ◽  
The Future

The article presents a project of Foreign Language Teaching Department at the Moscow Pedagogical State University “Axiology of Foreign Language Education in the Context of Training the Teacher of the Future”, supported by the Russian Foundation for Basic Research and implemented in line with the objectives of the National Project “Education” (2019–2024). The study involved both future foreign language teachers (at the undergraduate and graduate levels), as well as practical teachers and professional scientists from Russia, near and far abroad in the field of professional foreign language pedagogical education. The project aims to identify promising axiological strategies that characterize the teacher of the future, and includes a whole range of tasks that scientifically substantiate the concept of axiology of foreign language pedagogical education. The article considers current trends in the development of theory and practice of teaching foreign languages and focuses on a new branch of linguodidactics — professional linguodidactics, which is also involved in preparation of a foreign language teacher for professional purposes, in the development of their professional and methodological competencies in educational organizations of non-linguistic training areas.

scholarly journals Languages in Danger: How Can Linguistic Diversity Be Preserved and Promoted in Nepal?

2020 ◽  
pp. 503-511
Author(s):  
Min Pun ◽  
Kamal Gurung
Keyword(s):  
Policy Development ◽  
Linguistic Diversity ◽  
Indigenous Communities ◽  
Language Teachers ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Education Policies ◽  
Native Languages ◽  
Language Groups ◽  
The Government

This paper focuses on the decline and death of indigenous languages with special reference to sampled languages used by indigenous communities in Kaski district, arguing that the indigenous language communities should be supported by the government for giving official status to their native languages, focused on formulation and implementation of education policies, and encouraged to insist on speaking their native languages. Together, the indigenous language communities need to collaborate with the government to curb all the issues related to preserving and promoting linguistic diversity in Nepal. Based on the findings and discussion of the study, the following recommendations have been made to preserve and promote linguistic diversity in Nepal: 1) The findings of the study concluded that documentation is one of the most important ways to preserve and promote indigenous languages; 2) The findings of this study concluded that both formal and informal languages classes can be effective to cover all types of age group indigenous language speakers; 3) It is recommended that language teachers should be provided with appropriate trainings to be good indigenous language teachers; 4) It is recommended that indigenous language groups should put pressure on the government for policy development and political advocacy for the preservation of indigenous languages; 5) The study suggested that indigenous language groups should be given language awareness programs occasionally in order to motivate them to use their native languages and then to preserve the linguistic diversity in Nepal; and 6) The study suggested that indigenous language communities need to get help of language researchers to address the issues related to indigenous language revitalization strategies.

Regimes of linguistic entrepreneurship: neoliberalism, the entanglement of language ideologies and affective regime in language education policy

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Prem Phyak ◽  
Bal Krishna Sharma
Keyword(s):  
Collective Identity ◽  
English Language ◽  
Local Level ◽  
Language Education ◽  
Indigenous Communities ◽  
Education Policies ◽  
Language Activism ◽  
Multilingual Education ◽  
Medium Education ◽  
Neoliberal Ideology

AbstractThis article explores how the ideologies of neoliberal linguistic entrepreneurship have created ethical tensions and contentious affects among Indigenous communities in promoting multilingualism and multilingual education. Taking the case of Nepal, our goal is to show how imperatives and characteristics that are articulated as key parts of neoliberalism are systematically perpetuated and appropriated in language education policies and discourses. We draw our data from interviews, ethnographic observation and instructional practices in the classroom. The article makes two major claims regarding how the neoliberal ideology of linguistic entrepreneurship has shaped the perceptions and practices of Indigenous peoples in a rapidly transforming society. First, it shows that the promotion of the English language in education should be understood as a key element of neoliberal educational entrepreneurship that considers education as a profit-making entity. And, second, the ideology of linguistic entrepreneurship is an embodiment of a broader neoliberal atmosphere to create an affective regime by which the feelings of collective identity and Indigenous language activism are trivialized and the affects that are perceived to empower a neoliberal subject are promoted. The new affective regime eventually contributes to translating the global dominance of English into a medium of instruction policy at the local level and supports English medium education as a market commodity.

scholarly journals The Patient – in Shaping the Professional Identity of the Future Nurse

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Mihaela Cătălina Neculau
Keyword(s):  
Clinical Practice ◽  
Professional Identity ◽  
Personal Values ◽  
Technical Skills ◽  
Skills Development ◽  
Professional Identities ◽  
Medical Environment ◽  
The Future

Understanding how nurses are constructing their professional identity can be the first step for a better training for the students in nursing. The clinical practice is exploited mostly for its technical skills development. Listening to the stories of the future nurses from the clinical practice is a way understand the huge potential of resources for learning. Students in nursing are entering the clinical practice with some expectations and values which are challenged during their experience in the medical environment by many factors, one of the most important being the patient. Together, with fear of error associated with the responsibility of the nurse profession, identifying strategies of preferred identities constructions, in relationship with the personal values identified as significant and with the rejected professional identities, lead the future nurse to reach professional preferred identities associated with socially desirable behaviors highlighted and validated by patient contribution.

scholarly journals Expert views on how language education may develop in the next 20 years and what CALL could contribute

2014 ◽  
Vol 22 (1) ◽  
pp. 59
Author(s):  
Ton Koenraad Koenraad
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Language Teaching ◽  
Panel Discussion ◽  
Language Education ◽  
Language Teachers ◽  
Modern Language ◽  
University Teachers ◽  
The Future ◽  
Twentieth Anniversary

<span>The celebration of EUROCALL’s twentieth anniversary provides a proper occasion to reflect on the future of language teaching and the role of CALL in these developments. In this paper we present the views of six authorities on language teaching and learning from different EU countries. All of them have a special interest in CALL and/or are CALL experts and well respected EUROCALL members, such as the late Graham Davies. We present a selection of their observations based on a summary of the Skype interviews in which they contributed to a symposium entitled ‘And now for another century of modern language teaching…’ organised by the Dutch national Association of Language Teachers on the occasion of its first centennial in 2011. To provide a more global (or at least European) perspective, the interviewees were asked to cover the same topics that were central to the live panel discussion delivered by six Dutch participants representing a variety of perspectives: secondary and university teachers, students, curriculum experts and teacher educators. By way of preparation, all involved had been given a number of challenging statements related to some aspects of the discussion theme: the characteristics of the future learning environment, teacher, learner, pedagogy and technology. In this audio-supported document we will focus on interesting points of view particularly related to pedagogy and technology expressed in the interviews. A video report summary of the live discussion (in Dutch) is available on the limited CD edition with recordings of the centennial festivities. For an impression of the panel discussion and other symposium activities see this </span><a href="https://www.youtube.com/watch?v=S476HdHWaYw&amp;hd=1" target="_blank">video report</a><span> on YouTube.</span>

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