"You Hear My Funny Accent?!": Problematizing Assumptions about Afro-Caribbean "Teachers Turned Educators"

Autor/inn/en	Smith, Patriann; Warrican, S. Joel; Alleyne, Melissa L.
Titel	"You Hear My Funny Accent?!": Problematizing Assumptions about Afro-Caribbean "Teachers Turned Educators"
Quelle	In: International Multilingual Research Journal, 14 (2020) 3, S.248-269 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Patriann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1710042
Schlagwörter	Pronunciation; Teacher Education Programs; Student Diversity; Preservice Teachers; Kindergarten; Elementary Secondary Education; Teacher Attitudes; Teaching Experience; Language Variation; Blacks; Minority Group Teachers; Latin Americans; Multilingualism; Cultural Awareness; Intonation; Nonverbal Communication; Metalinguistics; Teaching Methods; Cultural Differences; Immigrants; Vignettes + Suchen Sie Ihr Suchwort? Aussprache; Lehrerverhalten; Sprachenvielfalt; Black person; Schwarzer; Latin America; People; Lateinamerika; Bevölkerung; Volk; Mehrsprachigkeit; Multilingualismus; Cultural identity; Kulturelle Identität; Non-verbal communication; Nonverbale Kommunikation; Metalanguage; Metasprache; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Immigrant; Immigrantin; Immigranten
Abstract	Increasingly, teacher educators are required to prepare teachers for students in mainstream classrooms who are more culturally and linguistically diverse than ever before. Yet, calls for teacher educators to model enactments of curriculum and instruction concerning diversity expected of prospective teachers in U.S. K-12 classrooms have resulted in few efforts that attempt to understand and to document the personal predispositions, attitudes, beliefs, and experiences of culturally and linguistically diverse teacher educators. This study examines the learning of five vernacular-speaking Afro-Caribbean "teachers turned educators" (TTEs) about their multilingual and multicultural awareness after they migrated across cultures from their home countries to the United States. Findings indicated that the TTEs demonstrated learning about their awareness by modifying their intonation, message content, facial expressions, deciding to speak or to be silent, and identifying previously overlooked concerns about language in their home countries. Reflexivity was critical to learning about their multilingual awareness and specific sources for navigating cultural incongruence were useful for learning about their multicultural awareness. The TTEs developed "transnational linguistic fluidity" in their demonstration of awareness through learning, raising questions about the inadvertent assumption that immigrant, multilingual, and Black educators naturally reflect an awareness of language and culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01