The promising potential role of intercultural citizenship in preparing mainstream teachers for im/migrant populations

2018 ◽  
Vol 22 (5) ◽  
pp. 570-589 ◽  
Author(s):  
Judy Sharkey
Keyword(s):  
Teacher Education ◽  
Immigrant Integration ◽  
Language Teachers ◽  
Integration Policy ◽  
Mainstream Teachers ◽  
Second Language Teacher Education ◽  
Migrant Populations ◽  
Newcomer Students ◽  
Demographic Shifts

The multilingual reality of migration in the 21st century has presented US schools and teacher education programs with pressing challenges: more and more P-12 educators have become de facto language teachers, asked to make their content and classrooms accessible and meaningful to newcomer students whose home language(s) and culture(s) differ from those in their new schools and communities. These challenges are exacerbated by climates of anti-immigrant rhetoric, xenophobia, and demographic shifts that impede or foreclose interaction between different racial, cultural and linguistic groups. This article addresses a number of questions arising from this situation: What is the role of second language teacher education in the preparation of mainstream teachers serving newcomer students and their families who never imagined themselves as language instructors? How might infusing the principles of intercultural citizenship and immigrant integration policy frameworks expand and enhance current linguistically and culturally focused teacher preparation approaches? This article presents a multi-year study with in-service teachers working in immigrant/refugee communities in a small state in the Northeastern US. Findings indicate some promising potential, yet a stronger, more explicit Intercultural Citizenship approach needs to be articulated and integrated much earlier in the program.

scholarly journals Foreign language teacher education in psycho-pedagogical research

2019 ◽  
Vol 65 (2) ◽  
pp. 170-176
Author(s):  
Marianna Levrints
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Knowledge Base ◽  
Empirical Studies ◽  
Language Teachers ◽  
Small Scale ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Theoretical Foundations

The unprecedented growth in the quantity, as well as quality of publications on language teacher education supported by the domain’s increasing experiential background opens up new avenues for enhancing the effectiveness of foreign language teacher education in Ukraine. Hence, the present paper aims at analyzing and singling out recurrent research themes, defining the mainstream approaches of the field of language teacher education, which constitute the emerging theoretical foundations of the field’s knowledge base. The review of the state-of-the-art publications has enabled the specification of the following research areas, pertinent to foreign language teacher education: language teacher cognition, the knowledge base of language teachers, language teacher identity, reflection, language teacher research and action research, language teacher professionalism, the role of teacher education, effectiveness of teaching, expertise, competence, teacher development and some others. The analysis of research suggests overall proliferation of the number of studies on the problem of language teacher education during the past 30˗40 years. Nevertheless, the comparison of the volume of studies highlighting general aspects of teacher education to those specifically related to foreign/second language teacher education reveals the quantitative advantage of the former. More efforts are needed at elaborating language teacher focused issues which stem from the nature of foreign language as a discipline, the socio-cultural role of language teachers and the role of foreign language in particular. Further limitations of the field-related research base, include: 1) a rather small proportion of empirical studies, necessary to provide informed answers for important questions of language teacher education; 2) the majority of available empirical studies are small-scale and contextually limited, which excludes the possibility of generalizations; 3) the field’s overall reliance on traditions, intuition and practical experience, with little regard for theoretical foundations; 4) paucity of research that present systematic complex generalizations of the field’s knowledge base;

Framing and Claiming “Gender Equality”: A Multi-level Analysis of the French Civic Integration Program

2020 ◽  
Vol 34 (3) ◽  
pp. 496-518
Author(s):  
Elizabeth Onasch
Keyword(s):  
Gender Equality ◽  
Immigrant Integration ◽  
Integration Policy ◽  
Frontline Workers ◽  
Critical Scholarship ◽  
Civic Integration ◽  
Policy Goals ◽  
Integration Program ◽  
French Republicanism

The recent construction of “gender equality” as a defining value of European societies has shaped the policy goals of immigrant integration programs. This focus on “gender equality” may function, paradoxically, to exclude immigrants, if immigrant integration policies rely on stereotypical representations of immigrants and fail to acknowledge the multiple, intersecting forms of inequality that immigrant women face. This article contributes to the critical scholarship on the role of “gender equality” in the field of immigrant integration policy by examining the framing of this concept in the policy documents and implementation of the French civic integration program. Using ethnographic observations and field interviews, I illustrate how frontline workers, many of whom were women of immigrant origin, interacted with participants to frame “gender equality” in exclusionary and inclusionary ways, and how “gender equality” functioned as a racial boundary within the program. The tensions in the discourses of frontline workers mirrored those of the political context in which the policy developed; they were constrained by a difference-blind ideology of French republicanism as they insisted on “gender equality” as the pathway to belonging in France.

scholarly journals Multi-level Governance of Integration Policy. Role of the Cities. Comparison of Warsaw and Prague

2020 ◽  
pp. 23-41
Author(s):  
Patrycja Matusz ◽  
Mikołaj Pawlak
Keyword(s):  
Local Level ◽  
National Level ◽  
Immigrant Integration ◽  
Multilevel Governance ◽  
Direct Impact ◽  
Integration Policy ◽  
Policy Initiatives ◽  
Policy Goals ◽  
Multi Level

This paper analyses the role of the cities in the multi-level governance of integration policy. The goal was to analyse the relations of diverse actors in a multi-level governance context and the direct impact of the transnational EU policy to local level actors (that also bypassed the national level). We show how the interconnection of policy levels and the presence of actors in many roles in the process of developing immigrant integration policies resulted in the top-down transfer of policy goals. We also highlight the converse perspective and demonstrate how bottom-up policy initiatives strengthen the position of cities as important players in the multilevel governance, both individually and collectively.

scholarly journals Establishing a framework for learning to teach English pronunciation in an Australian TESOL program

2018 ◽  
Vol 41 (3) ◽  
pp. 307-327
Author(s):  
Michael Burri ◽  
Amanda Baker ◽  
Honglin Chen
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Preparation ◽  
Learning To Teach ◽  
Language Teachers ◽  
Language Teacher Education ◽  
Second Language Teacher Education ◽  
English Pronunciation ◽  
Research Findings ◽  
Second Language Teacher

Abstract A substantial number of studies have been conducted in various second language teacher education settings. Yet, evidence about the effectiveness of teacher preparation continues to be debated and research findings about the efficacy of preparing language teachers are still somewhat inconclusive. As a further complication, even though pronunciation has regained some of its prominence in second language teaching, only minimal understanding exists about the preparation of pronunciation instructors in teacher education. The aim of this paper is to address this gap and to advance our understanding of teacher learning by first combining the findings from four research-based articles on learning to teach English pronunciation and then by introducing a new and innovative conceptual framework that reflects effective pronunciation teacher preparation in an Australian context.

Introduction

2018 ◽  
Author(s):  
Alexandra Délano Alonso
Keyword(s):  
Civil Society ◽  
Nongovernmental Organizations ◽  
Conceptual Framework ◽  
Social Assistance ◽  
Immigrant Integration ◽  
Destination Country ◽  
Social Rights ◽  
Migrant Populations ◽  
Government Institutions

This chapter provides a conceptual framework to understand the role of origin countries in offering programs focused on social assistance for their migrant populations in other countries. It examines the literature on diaspora policies and immigrant integration, identifying some of the gaps as well as opportunities to put these concepts and policies in conversation considering migrants’ access to social rights. It proposes that a transnational approach to issues of integration offers new ways to understand the processes through which it takes place—particularly considering precarious status migrants—as well as the various actors that participate, including origin-country governments, nongovernmental organizations (NGOs), civil society on both sides of the border, and government institutions in the destination country. This chapter also discusses a transnational methodology for the study of diaspora institutions, specifically consulates.

scholarly journals The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs

2018 ◽  
Vol 20 (1) ◽  
pp. 167-178
Author(s):  
Débora Izé Balsemão Oss
Keyword(s):  
Teacher Education ◽  
Practical Knowledge ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Language Teacher Education ◽  
Second Language Teacher Education ◽  
Personal Practical Knowledge ◽  
Adolescent Students ◽  
Second Language Teacher

Teacher education programs have evolved mostly from the scholarly world’s perspective, which can eventually impact the work that practitioners face on an everyday basis, particularly in regard to dealing with their students. This article of reflection addresses aspects related to a Brazilian teacher’s personal practical knowledge and the role of practitioners’ expertise in dealing with adolescent students (6th to 9th graders). It advocates that teachers’ personal practical knowledge is likely to evolve into professional knowledge provided that it is analyzed, verified, and improved. Insights from second language teacher education, reflexive thoughts, and projects developed by the author illustrate what can be considered when developing strategies that are consistent with the envisioned teacher education programs.

scholarly journals The Role of Attention in Teacher Education: A Factor in the Quality of European Schooling

2021 ◽  
Vol 7 (1) ◽  
pp. 33-50
Author(s):  
Hanna Komorowska
Keyword(s):  
Teacher Education ◽  
International Institutions ◽  
Organizational Factors ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
European School ◽  
Verbal Strategies

The text is an article of reflection aiming to examine causes of disproportions between the amount of effort undertaken by leading international institutions in the field of education and the quality of European school systems measured by the attainment of curricular goals. As worrying trends have been observed mainly at the classroom level, psychological rather than organizational factors need to be examined. It is hypothesized that current didactic problems should be explained by attention rather than motivation deficits. The paper, therefore, analyzes various types and aspects of attention, tendencies to misdirect it as well as ways of building and maintaining attention in order to counteract distraction, boredom and overstimulation of both teachers and learners. Suggestions are also formulated for pre- and in-service teacher education programs which are postulated to give more emphasis to the role of attention as well as to provide a toolkit of verbal and non-verbal strategies which may help language teachers to elicit and sustain learners’ attention without departing from the lesson scenario.  

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