“Until I Became a Professional, I Was Not, Consciously, Indigenous”: One Intercultural Bilingual Educator’s Trajectory in Indigenous Language Revitalization

Hornberger, Nancy H.

doi:10.1080/15348458.2014.939028

Cited by 24 publications

(16 citation statements)

References 13 publications

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“…This section explores how teaching at schools has also shaped participants’ identities as Sámi language teachers. Teacher identity is constructed mainly through teaching experiences (Santoro and Reid, 2006; Liu and Xu, 2011), and by teaching indigenous languages, they seem to become more aware of their identities as indigenous teachers (Hornberger, 2014). Some (or perhaps most) Sámi language teachers see their job as not only as a way to teach languages, but also as a way to help students return to their mother tongue.…”

Section: Resultsmentioning

confidence: 99%

“…Hence, the discourse of indigeneity and being indigenous appears fluid, diverse and highly politicised. Although research conducted in other indigenous contexts emphasises the importance of understanding how one becomes an indigenous language teacher (Selby, 2007; Hornberger, 2014), research on Sámi language teachers’ background and experiences is very limited.…”

Section: Introductionmentioning

confidence: 99%

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Sámi language teachers’ professional identities explained through narratives about language acquisition

Hammine¹,

Keskitalo

Sarivaara³

2019

AJIE

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AbstractConducted in northern Finland, this study examines Sámi language teachers’ professional identities through their narratives of language acquisition. We focus on how teachers’ professional identities are shaped by their language acquisition process. The results are based on the narratives of nine North, Inari and Skolt Sámi language teachers. Two aspects of teachers’ narratives were significantly linked to their identities as Sámi language teachers: (1) their backgrounds (indigenous/non-indigenous) and (2) their language acquisition experiences (acquired Sámi language in childhood/adulthood). Indigenous teachers appeared to express their professional identities strongly despite their challenging acquisition experiences and were inclined to work towards the future of Sámi languages. In addition, non-indigenous teachers were willing to further the development of Sámi languages although they are not indigenous, which perhaps contributes towards the future of Sámi languages. Teachers narrated complex thoughts about language acquisition and their professional identity and helped develop indigenous language education in their respective indigenous communities. We recommend that teachers’ in pre-service and service education should prepare and support indigenous language teachers by sharing knowledge about multilingual education practices and coping skills, particularly to help the latter manage varied tasks and heterogeneous contexts. Thus, this research study shows that both teachers’ language acquisition experiences and their current work situations shape their professional identity.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Sámi language teachers’ professional identities explained through narratives about language acquisition

Hammine¹,

Keskitalo

Sarivaara³

2019

AJIE

View full text Add to dashboard Cite

show abstract

“…It is worth mentioning that identifying CIs and their causes is an extremely complex endeavour in culturally diverse contexts of a hybrid and mixed nature which resulted from involuntary enculturation processes (Ogbu, 1994) that have been ongoing for a long time (such as the Bolivian case). This is because both teachers and students keep traits from both cultures (Western culture and any indigenous culture) (Hornberger, 2014). They have gone through an extensive process of appropriation of Western cultural tools and have internalised values and schemas from both cultures, which necessarily creates contradictions.…”

Section: ) Problems To Do With Classroom Communicationmentioning

confidence: 99%

University Teachers: Coping with Sociocultural Diversity. A Study about Critical Incidents between Hegemonic and Subaltern Cultures

Weise¹,

Font²

2018

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This article aims to identify and characterise the critical incidents (CI) that occur most frequently at university level in highly diverse sociocultural contexts. Intercultural relations will be analysed within the framework of hegemony and resistance between Western culture, which is inherent to university settings, and the non-Western mixed traits present in the student body. The relationship between different CIs will be examined, as will be the various issues associated with them according to teachers' perceptions. For this qualitative study, 23 teachers from two Bolivian universities were interviewed. The teachers reported 9 types of CIs linked to sociocultural diversity. The results indicate that CIs are usually the outcome of cultural clashes between the institutional and teachers' culture and the students' culture, with the three most frequent CIs related to the use of the vehicular language, expression and communication; different thinking processes and the relationship between students. As a result, we propose a typology and a scheme for classification and interpretation of CIs linked to cultural diversity with the objective of advancing university teacher training.

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“…A 2014 special issue of the Journal of Language, Identity, and Education (May 2014) with the title, 'Deconstructing the urban-rural dichotomy in sociolinguistics: Indigenous perspectives' seeks to complement the focus on urban multilingualism, characteristic of much current identity research, by highlighting the diverse ways in which indigenous peoples are affected by the conditions of late modernity. The article by Hornberger (2014), for example, examines the life history of one Quechua-speaking bilingual educator as a teacher, teacher educator, researcher, and advocate, illustrating the complex ways in which Indigenous identity is co-constructed across rural-urban divides. We believe that more identity research on indigenous peoples is needed in light of the widening gap between rural and urban populations.…”

Section: Indigenous Postcolonial and Diaspora Sitesmentioning

confidence: 99%

“…In keeping with the enduring interest by linguistic anthropologists such as Hornberger in indigenous identity (Hornberger 2014), identity researchers are examining how indigenous youth who remain in local communities (e.g., Wyman, McCarty & Nicholas 2014) negotiate dynamic cultural worlds that are shifting as a consequence of globalization. One area of interest is the investigation of identity negotiation by children left behind by parents who leave their communities in search of work abroad.…”

Section: Indigenous Postcolonial and Diaspora Sitesmentioning

confidence: 99%

Research tasks on identity in language learning and teaching

Norton¹,

Costa²

2017

Lang. Teach.

129

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The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

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“Until I Became a Professional, I Was Not, Consciously, Indigenous”: One Intercultural Bilingual Educator’s Trajectory in Indigenous Language Revitalization

Cited by 24 publications

References 13 publications

Sámi language teachers’ professional identities explained through narratives about language acquisition

Sámi language teachers’ professional identities explained through narratives about language acquisition

University Teachers: Coping with Sociocultural Diversity. A Study about Critical Incidents between Hegemonic and Subaltern Cultures

Research tasks on identity in language learning and teaching

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