A framework for inclusion
Plurilingual teachers in day and community schools
Linguistic and cultural diversity is becoming a feature of the teaching profession in OECD countries with the increase in global migration and mobility (Reid, Collins & Singh, 2014). Plurilinguali teachers, however, tend to experience marginalisation in terms of gaining employment and in their workplace experiences. Although there is a body of research into the ex/inclusion of plurilingual teachers at the systemic/policy level and individual level, there is a gap in what is known about the school factors. The ways that plurilingual teachers are positioned and position themselves vary across sites. This paper draws on teacher interview data in community languages and day schools to explore the factors which determine the value attached to plurilingual teachers’ work and the skills they bring to their teaching. The key features include the extent to which cultural/linguistic diversity in incorporated in school curriculum, the impact and role of community participation in the school and the focus on and support for appropriate pedagogies and teacher professional development.
References
Adair, J.
(
2012)
Confirming Chanclas: What early childhood teacher educators can learn from immigrant preschool teachers,
Journal of Early Childhood Education, 32(1), 55–71.
Archer, L., Francis, B., & Au, A.
(
2010)
The Culture Project: Diasporic negotiations of ethnicity, identity and culture among teachers, pupils and parents in Chinese language schools.
Oxford Review of Education, 36(4), 407–426.
Bartlett, L.
(
2014)
Migrant teachers: How American schools import labor. Cambridge, MA: Harvard University Press.
Birrell, B., Dobson, I. R., Rapson, V. & Smith, T. F.
(
2006)
Australia’s net gains from international skilled movement. Melbourne: Centre for Population and Urban Research, Monash University.
Blackledge, A., & Creese, A.
(
2012)
Multilingualism: A critical perspective. London: Routledge.
Cardona, B., Noble, G., & di Biase, B.
(
2008)
Community languages matter! Challenges and opportunities facing the Community Languages Program in NSW. Sydney: UWS.
Carrington, B. & Tomlin, R.
(
2000)
Towards a more inclusive profession: Teacher recruitment and ethnicity,
European Journal of Teacher Education, 23(2), 139–157.
Cruickshank, K., Wright, J., Tsung, L., & Black, S.
2014, November 30 – December 4).
Access and equity in languages study K-12. Symposium papers, AARE-NZARE Conference 2014, Brisbane, Queensland, Australia.
Cummins, J.
(
1987)
Empowering minority students: A framework for intervention.
Harvard Educational Review 56(1), 18–36.
Cummins, J.
(
2007)
Rethinking monolingual instructional strategies in multilingual classrooms.
Canadian Journal of Applied Linguistics, 10(2), 221–240.
Cummins, J.
(
2009)
Multilingualism in the English-language classroom: Pedagogical considerations.
TESOL Quarterly, 43(2), 317–321.
Dewar, S. & Visser, H.
(
2000)
Overseas teachers teaching in New Zealand Schools. Research Report Series No. 10. Wellington, NZ: Wellington Research Unit, Ministry of Education.
Florence, N.
(
2010)
Immigrant teachers, American students: Cultural differences, cultural disconnections. New York: Palgrave MacMillan.
Gagné, A., Kjorven, O., & Ringen, B.-J.
(Eds) (
2009)
Teacher diversity in diverse schools – Challenges and opportunities for teacher education. Oslo, Norway: Oplandske Bokforlag.
Garcia, O., Zakharia, Z., & Otcu, B.
(Eds.). (
2013)
Bilingual community education and multilingualism: Beyond heritage languages in a global city. Bristol: Multilingual Matters.
Ingersoll, R. & May, H.
(
2011)
Recruitment, retention and the minority teacher shortage.
Consortium for Policy Research in Education, University of Pennsylvania. Retrieved from
[URL].
Inglis, C. & Philips, R.
(
1995)
Teachers in the sun: The impact of immigrant teachers on the labour force. Canberra: Australian Government Publishing Service.
Kramsch, C.
(
1993)
Context and culture in language teaching. Oxford: Oxford University Press.
Miller, P. W.
(
2007) ‘
Brain gain’ in England: How overseas trained teachers have enriched and sustained English education.
Perspectives in Education, 25(2), 25–34.
Miller, P. W.
(
2008a)
Professional lives under review: Evaluating the human capital impacts of overseas trained teachers on secondary education in London. Educate,
Special London Issue, 22–35.
Miller, P. W.
(
2008b)
Downgrading and discounting the qualifications of migrant professionals in England: The case of overseas-trained teachers.
Education, Knowledge & Economy, 2(1), 1–12.
Miller, P.W.
(
2008c)
Overseas trained teachers in England: towards a policy framework for professional and social integration.
Policy Futures, 6(3), 280–285.
‘Norris Report’ Centre for Curriculum and Professional Development, Murdoch University and Simpson Norris International
(
2000)
Pathways for Australian school students to achieve high levels of proficiency in Asian languages. Report prepared for the NALSAS Taskforce DETYA, Canberra.
Ochs, K. & Jackson, P.
(
2009)
Review of the implementation of the Commonwealth Teacher Recruitment Protocol. London: Commonwealth Secretariat.
OECD
(
2011)
International migration outlook, SOPEMI 2011. Paris: OECD.
Penson, J. & Yonemura, A.
(
2012)
Next steps in managing teacher migration.
Papers of the Sixth Commonwealth Research Symposium on Teacher Mobility, Recruitment and Migration, Addis Ababa, Ethiopia, 8-9 June 2011. Paris: UNESCO & Commonwealth Secretariat.
Reid, C., Collins, J. & Singh, M.
(
2014)
Global teachers, Australian perspectives. Goodbye Mr. Chips, Hello Mrs Banerjee. Singapore: Springer Science + Business Media.
Schmidt, C. & Block, L.
(
2010)
Without and within: The implications of employment and ethnocultural equity policies for internationally educated teachers.
Canadian Journal of Educational Administration and Policy, 100. Available at
[URL].
Schmidt, C.
(
2010)
Systemic discrimination as a barrier for immigrant teachers.
Diaspora, Indigenous, and minority Education (DIME), 4(4), 235–252.
Walsh, S., Brigham, S. & Wang, Y.
(
2011)
Internationally-educated female teachers in the neoliberal context: Their labour market and teacher certification experiences in Canada.
Teaching and Teacher Education, 271, 657–665.
Cited by
Cited by 2 other publications
McDevitt, Seung Eun
2021.
Tracing Diverse Pathways to Teaching: Tales of Nontraditional Immigrant Women of Color Becoming Teachers of Young Children.
Early Childhood Education Journal 49:2
► pp. 325 ff.
Steenwegen, Julia, Noel Clycq & Jan Vanhoof
2023.
How and why minoritised communities self-organise education: a review study.
Compare: A Journal of Comparative and International Education 53:7
► pp. 1281 ff.
This list is based on CrossRef data as of 26 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.