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Article
Publication date: 9 October 2024

Soyoung Han and Roxanna Senyshyn

This study aims to examine the impact of intercultural learning and collaboration on two English as a world language teachers from South Korea and Taiwan within a virtual…

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Abstract

Purpose

This study aims to examine the impact of intercultural learning and collaboration on two English as a world language teachers from South Korea and Taiwan within a virtual professional development program, emphasizing their evolving understanding of culture and interculturality and its implications for practice.

Design/methodology/approach

Utilizing qualitative research design, this study incorporates three sources of data: written reflections, online meetings and semistructured interviews. Data is examined through the cultural perspectives framework (Hall, Covarrubias and Kirschbaum, 2022) to analyze how teachers (re)frame culture and interculturality in English language teaching, specifically through the lens of interpretive, critical and socio-scientific perspectives.

Findings

The findings reveal that engaging in facilitated professional intercultural learning and collaboration enhances teachers’ perspectives and practices regarding cultural complexities in language classrooms. The study highlights the importance of reflective practice, collaborative professional learning and the adoption of multiple cultural perspectives.

Originality/value

This research enriches the field of intercultural education by advocating for a structured approach to teacher learning in bridging the gap between theory and practice. It uniquely applies Hall et al.’s (2022) ICS framework to analyze how teachers (re)frame culture and interculturality in English language teaching. The originality is in the in-depth analysis of the intricate dynamics of teacher learning and the transformative potential of intercultural collaboration.

Details

Journal for Multicultural Education, vol. 18 no. 4
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 30 November 2020

Roxanna Senyshyn and Ann Martinelli

The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates…

554

Abstract

Purpose

The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates for field experiences and practicum in a diverse (bilingual) urban school, the program uses coursework to impart asset-based pedagogies and practices.

Design/methodology/approach

In this mixed-method case study, this paper examined the awareness and perspectives of preservice teachers (n = 26) to cultural and linguistic diversity and relevant teaching and learning practices. In particular, this study gauged their engagement with multicultural children’s literature in a collaborative interclass activity. The data sources included beginning and end of semester survey responses, notes on participant interactions during the mid-semester collaborative interclass activity and participant retrospective reflections about the activity.

Findings

This paper found that teacher candidates showed increased awareness and positive shifts in perspectives. This study also ascertaind that, in learning to become culturally (and linguistically) responsive and sustaining teachers, they benefited from collaborative peer work that focused on learning about multicultural children’s literature, analyzing it and planning to integrate it into their classrooms.

Originality/value

Studies show that culturally relevant literature in schools is beneficial; however, teacher candidates often lack knowledge of such literature and how to use it. This need is especially critical and relevant when learning about and implementing culturally relevant and sustaining practices. The collaborative undertaking discussed in this study fills this gap through co-teaching and interclass activity that brings preservice teachers as a cohort to collaboratively learn about, discuss, reflect on and plan lessons as they prepare to work with students from different backgrounds than their own.

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Book part
Publication date: 2 August 2018

Roxanna M. Senyshyn

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been…

Abstract

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been widely discussed. This chapter presents findings from a self-study that examined practices aimed at preparing preservice teachers for linguistically and culturally diverse contexts through transformative intercultural learning. It exemplifies how Mezirow’s transformative learning theory can be put into practice by helping teacher educators reflect on their belief systems and practices. The findings show that disorienting dilemmas might challenge the validity of assumptions and lead to perspective transformation. It is evident that both teacher education process and intercultural learning share common ground in transformative learning. As researchers and educators continue to explore this relationship, particularly though self-study, it will lead to many insights about educational practice that is critical in a time of increasing diversity locally and possibilities for teaching and learning globally.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Book part
Publication date: 2 August 2018

Judy Sharkey and Megan Madigan Peercy

In this chapter, we introduce readers to the volume, a collection of 13 inquiries that employ the methodology of self-study in teacher education practices (S-STEP) in culturally…

Abstract

In this chapter, we introduce readers to the volume, a collection of 13 inquiries that employ the methodology of self-study in teacher education practices (S-STEP) in culturally and linguistically diverse settings across the globe. After sharing the purpose and origins of the project, we provide an overview of the volume’s organization and brief summaries for each study. As a whole, the collection addresses two pressing yet interrelated challenges in teacher education research: understanding teacher educator development over the career span and how these scholar-practitioners prepare teachers for an increasingly diverse, mobile, and plurilingual world.

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Book part
Publication date: 10 December 2024

Roxanna M. Senyshyn

This chapter explores the impacts of war on children’s education and psychological development, with a focus on the experiences of displaced Ukrainian children. Through the lens

Abstract

This chapter explores the impacts of war on children’s education and psychological development, with a focus on the experiences of displaced Ukrainian children. Through the lens of Veronika, an eight-year-old Ukrainian student who came to the United States, it illustrates the challenges and resilience of children in adapting to new educational environments. The narrative explores the significance of supportive educational strategies that address the unique needs of displaced children, emphasizing the importance of individualized learning, compassion, and positive school culture as tenets for facilitating, language learning, integration, and healing. Drawing on the educational philosophy of Vasyl Sukhomlynsky (1976, 2016), a Ukrainian pedagogue and scholar, the chapter advocates for a holistic, child-centered approach that addresses the academic, emotional, and social dimensions of learning for children affected by war. It emphasizes the critical role of teachers in creating inclusive, nurturing environments that enable displaced children to thrive.

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Book part
Publication date: 10 December 2024

Abstract

Details

Children and Youth as ‘Sites of Resistance’ in Armed Conflict
Type: Book
ISBN: 978-1-83549-370-0

Available. Content available
Book part
Publication date: 2 August 2018

Abstract

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

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Book part
Publication date: 10 December 2024

Tamanna M. Shah

This volume transcends the traditional portrayal of children and youth as mere victims or combatants, highlighting their participation as agents of change and resistance. Through

Abstract

This volume transcends the traditional portrayal of children and youth as mere victims or combatants, highlighting their participation as agents of change and resistance. Through compelling narratives and empirical studies, the contributors examine ways in which children and youth engage in, and influence, the socio-political landscape in armed conflict. Emphasizing resilience, contributors to this volume detail how young people navigate the complexities of armed conflicts, contributing to peacebuilding and community reconstruction efforts. Through case studies spanning different geopolitical regions – including Sudan, Ukraine, Georgia, South Ossetia, and Pakistan – scholars highlight the multifaceted experiences of these young people. With a focus on these intersecting aspects, this volume amplifies the voices of affected children and youth, informing policies, and implementing programs that prioritize their well-being and rights in post-conflict societies.

Details

Children and Youth as ‘Sites of Resistance’ in Armed Conflict
Type: Book
ISBN: 978-1-83549-370-0

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