“On the edges of the Map”: A study of Heritage Language teachers in Toronto

Feuerverger, Grace

doi:10.1016/s0742-051x(96)00044-3

Cited by 40 publications

(30 citation statements)

References 12 publications

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“…She reconstructed her identity as an educator by erasing her difference and imitating her supervisor. These findings were consistent with those in the much more substantial body of literature on international or internationally trained preservice teachers in the field of teacher education, which emphasize that students need to change their beliefs and practices to successfully fit in the existing system (e.g., Agbenyega, 2012;Cho, 2010;Feuerverger, 1997;Myles, Cheng, & Wang, 2006;Walsh, Brigham, & Wang, 2011). Consequently, the perceived power of the authoritative discourse may lead these immigrant and refugee ECTE students to engage in "performative professionalism" (Taggert, 2011), suppressing their personal and cultural beliefs in favour of enacting the professional practices expected in the community of practice.…”

Section: Culturally and Linguistically Diverse Ecte Students And Educsupporting

confidence: 87%

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

Massing¹

2016

J Child. Stud.

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Section: Culturally and Linguistically Diverse Ecte Students And Educsupporting

confidence: 87%

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

Massing¹

2016

J Child. Stud.

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“…Evidently, it is crucial that instructors be familiar with the HLLs' home culture and make their knowledge visible in the classroom (Hunter, 2011). Beyond this, their identity has to be incorporated into the culture of the classroom to avoid the inhibition of their learning process (Feuerverger, 1997;McGinnis and Palos, 2011;Menard-Warwick, 2009). …”

Section: Approaches To the Teaching Of Culturementioning

confidence: 99%

Culture and Instruction in the Spanish Heritage Language Classroom

Burgo

2017

Phil. Can.

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Since cultural competence is inherent to language acquisition, it should take a central role in heritage language courses so that heritage language learners (HLLs) can make connections with their own culture and be aware of the diversity of the Spanish-speaking world. This article presents an overview of the instruction and assessment of culture to promote critical thinking and reflection in order to reduce stereotypes and to validate the cultural heritage of HLLs. The current role of study abroad and service-learning to teach culture in the Spanish heritage language classroom is also discussed. KEYWORDS: assessment, cultural competence, intracultural knowledge, intercultural knowledge Cultura e instrucción en la clase de español como lengua de herencia RESUMEN: Como la competencia cultural es inherente a la adquisición de la lengua, debería jugar un papel central en los cursos de lengua de herencia, de modo que los aprendientes puedan establecer conexiones con su propia cultura y ser conscientes de la diversidad del mundo hispanohablante. Este artículo ofrece una visión panorámica de la instrucción y evaluación de la cultura para promover el pensamiento crítico y la reflexión, a fin de reducir los estereotipos y validar la herencia cultural de los aprendientes de lengua de herencia. Asimismo, se analiza el papel actual de los estudios en el extranjero y del aprendizaje-servicio para enseñar cultura en la clase de español como lengua de herencia.

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“…Interviews Data Analysis Feuerverger, 1997 N=20; 100% Canadian Narrative Analysis minority Foster, 1994 N=7; 100% African Narrative Analysis American Role of one's personal history on her/his perceptions of diversity matters; also, there is value in using narratives. Designed program to help students do better on standardized tests; test scores and feelings of self-efficacy both rose.…”

Section: Survey and Data Analysismentioning

confidence: 99%

“…These Canadian immigrant teachers also felt marginalized because although they were committed to creating a multiculturally inclusive school environment, they found that they were not supported by the school system (Feuerverger, 1997). They felt alienated and vulnerable.…”

Section: The Power Of Their Presencementioning

confidence: 99%

The Power of Their Presence: Minority Group Teachers and Schooling

Quiocho

Ríos

2000

Review of Educational Research

188

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This review focuses on the experiences of minority group teachers as they move into teacher credential programs and then into the teaching profession. Research reports published between 1989 and 1998 were considered if they focused on the experiences of preservice and in-service minority group teachers in public school contexts. After a descriptive synthesis provides a snapshot of the actual experiences of minority group teachers in schooling, a social justice framework is used to guide teacher educators and school-based professionals in their construction of robust recruitment and retention programs. This review demonstrates the power of the presence of minority group teachers but also demonstrates the obstacles to full realization of their potential. Perhaps the opportunity to imagine the possibilities of schooling in the context of making a real difference in students' lives is the catalyst minority group people need to enter and remain in the teaching profession.

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“On the edges of the Map”: A study of Heritage Language teachers in Toronto

Cited by 40 publications

References 12 publications

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

Culture and Instruction in the Spanish Heritage Language Classroom

The Power of Their Presence: Minority Group Teachers and Schooling

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