The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom

Many Korean parents in the U.S. send their children to heritage Korean language schools so that they maintain and further develop Korean as they acquire English. It is, thus, worthwhile to investigate how a Korean teacher and Korean students (as emergent bilinguals) used Korean and English in a Korean heritage classroom. The chapter addresses two research questions: (1) How did the teacher use Korean and English to make her instruction comprehensible during discussions about multicultural children's literature? (2) To what extent were there differences in the two groups of students' (Korean-American and Korean immigrant) use of translanguaging in their oral responses? The findings show that the teacher uses both Korean and English to make her instruction comprehensible and to facilitate her students' participation in class discussions. The findings further reveal differences in the two groups of students' use of language in their oral responses to multicultural texts.

Translating Multicultural Texts: Challenges and Solutions

Translating literary texts involves decoding not only the language but also the cultural elements integrated into the text. The situation becomes even more challenging if the translated text is multicultural. The original text may be full of references, allusions and subtexts that can present certain difficulties even for native speakers. The translator faces the double challenge: not only to convey the plot, which is the least difficult part but make the reader feel the subtleties and nuances of the cultures presented in the text. Cultures are not necessarily associated with different ethnic and religious identities. They may also refer to cultures of certain periods in history, cultures of age groups, cultures of local communities. Oversimplifications made by the translator rob the reader of the pleasure of reading and may create a distorted image of the writer and the text. We aim to analyse typical translation errors made by translators of contemporary Russian fiction into English. The analysis is based on Narine Abgaryan’s Three Apples Fell from the Sky and Dmitry Novikov’s A Flame Out in the Sea, both originally written in Russian and characterised by a high degree of multiculturalism. We also suggest practical ways to overcome the difficulties arising in the process of translating multicultural texts.

The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom

Many Korean parents in the U.S. send their children to heritage Korean language schools so that they maintain and further develop Korean as they acquire English. It is, thus, worthwhile to investigate how a Korean teacher and Korean students (as emergent bilinguals) used Korean and English in a Korean heritage classroom. The chapter addresses two research questions: (1) How did the teacher use Korean and English to make her instruction comprehensible during discussions about multicultural children's literature? (2) To what extent were there differences in the two groups of students' (Korean-American and Korean immigrant) use of translanguaging in their oral responses? The findings show that the teacher uses both Korean and English to make her instruction comprehensible and to facilitate her students' participation in class discussions. The findings further reveal differences in the two groups of students' use of language in their oral responses to multicultural texts.

Becoming a more culturally responsive teacher by identifying and reducing microaggressions in classrooms and school communities

Purpose There is more to culturally responsive teaching than selecting multicultural texts and designing inclusive lesson. This paper aims to support teachers in becoming more culturally responsive by guiding them in how to recognize and respond to microaggressions in their daily interactions with students, colleagues, and parents. Design/methodology/approach Microaggressions have been defined as “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color”. Findings When classroom interactions contain microaggressions, students are damaged in both seen and unseen ways. Interactions between teachers, students and parents afford powerful occasions to analyze classroom communication and provide windows into the nature of student–student, student–teacher and teacher–parent relationships. Practical implications Regardless of where, when, why or how they occur, these interactions provide brief opportunities for culturally responsive teachers to demonstrate that they respect their students’ home and community cultures, accept who their students are and honor the education that they receive both inside and outside of school. Social implications Becoming more adept at recognizing and addressing microaggressions is one way that teachers can become more culturally responsive. For students, being able to identify and respond more effectively to microaggressions creates greater opportunities for all students to think critically and engage in social action. Originality/value This paper presents an original viewpoint on identifying and reducing microaggressions in classrooms and school communities.

A Re-­Vision of To Kill a Mockingbird and Roll of Thunder, Hear My Cry

In this paper the author argues for a “re-visioning” of two young adult literature texts by examine the ways in which race is constructed/deconstructed within <em>To Kill a Mockingbird</em> and <em>Roll of Thunder, Hear My Cry. </em>The piece begins by examining how the books are perceived in mass culture, then leads into an analysis of how race is (de)constructed through key scenes related to family, history and land ownership. By examining the two pieces of literature in tandem, differing ideologies become apparent. Implications for the teaching of these texts in light of these ideologies, the selective tradition, and authenticity in the selection of multicultural texts conclude this piece.

Plurilinguisme du roman chinois francophone et approche de la diversité et de la pluralité en FLE

Actuellement, neuf auteurs chinois écrivent une œuvre romanesque en français. Ils font agir les langues de leur répertoire (au moins deux langues, en l’occurrence le chinois et le français) pour produire une écriture plurilingue, pluriculturelle. Nous observerons de quelle manière ces écrivains exercent leur compétence plurilingue dans un corpus composé d’extraits de romans. Les différentes formes de plurilinguisme textuel de ces textes sont envisagées comme des ressources au service d’une éducation à la diversité culturelle et à la pluralité linguistique. French-Chinese novel’s plurilingualism and diversity and plurality approach in FFL Nine Chinese authors are currently writing novels in French. They use their language resources (Chinese and French at least) to produce plurilingual and multicultural texts. We will study how these writers use their plurilingual competence through different novel excerpts. These various forms of plurilingualism are considered as educational resources to learn about cultural diversity and linguistic plurality.

The school-based speech-language therapist: Choosing multicultural texts

School-based speech-language therapists have a pivotal role in the transformation of education as directed by current education policy. The Revised National Curriculum Statement, for example, foregrounds a multicultural perspective in education, which impacts on the choice of Learning and Teaching Support Materials. Inappropriate support materials could create barriers to learning. Folktales were selected as an example of multicultural Learning and Teaching Support Materials. The responses of 10-year-old mainstream learn five folktales reflecting a diversity of cultures were explored. Five girls and five boys in Grade 5 participated in the study, which was conducted in three phases. A questionnaire, a focus group interview, and audio-visual recordings were used to gather data. The qualitative method of constant comparison was used to analyse emerging themes. Five main themes were identified. Findings revealed that some participants responded most positively when folktales reflected their culture, gender, or physical characteristics. Participants views on less familiar cultures were influenced by the mass media. The results highlighted the importance of the text as 'mirror' a 'window'. The potential of folktales as multicultural Learning and Teaching Support Materials, the powerful influence of the on learners' responses, and the need for an anti-bias approach within education are discussed. Implications for future research practice are highlighted.