What Happens in Your Country? Teacher Constructions of Adult EAL Students' Cultural Identities
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| Title: | What Happens in Your Country? Teacher Constructions of Adult EAL Students' Cultural Identities |
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| Language: | English |
| Authors: | Sumithran, Suma |
| Source: | TESOL in Context. Aug 2018 27(1):1-21. |
| Availability: | Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Adult Education |
| Descriptors: | English (Second Language), Second Language Instruction, Foreign Countries, Language Teachers, Cultural Influences, Barriers, Student Needs, Culturally Relevant Education, Ethnic Stereotypes, Immigrants, Adult Students, Cultural Awareness, Knowledge Level, Teacher Attitudes, Cognitive Style |
| Geographic Terms: | Australia |
| ISSN: | 1030-8385 |
| Abstract: | In a multicultural and settler society such as Australia, perceptions of the cultures and identities of students in the adult EAL classroom may have a significant impact on their language learning experiences. This paper reports on a study investigating how teachers of adult English as an Additional Language (EAL) students in Victoria, Australia, understand their students' cultural identities, how they speak about their students' language learning and how they perceive the challenges and opportunities that their students face in the learning process. Recent literature highlights the complexity of culture and identity in the adult EAL classroom, and has identified normalisation of stereotyped characteristics of language learners. Semi-structured interviews with three experienced EAL teachers were conducted, and a phenomenological framework was applied for the qualitative data analysis. The themes that emerged suggest that the teachers had a limited and even superficial understanding of their students' cultural identities. Cultural stereotyping was evident when describing their students' language learning experiences, and also when describing the challenges and opportunities that students have in their learning. The implications of these for the students' additional language development are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1240580 |
| Database: | ERIC |
| Abstract: | In a multicultural and settler society such as Australia, perceptions of the cultures and identities of students in the adult EAL classroom may have a significant impact on their language learning experiences. This paper reports on a study investigating how teachers of adult English as an Additional Language (EAL) students in Victoria, Australia, understand their students' cultural identities, how they speak about their students' language learning and how they perceive the challenges and opportunities that their students face in the learning process. Recent literature highlights the complexity of culture and identity in the adult EAL classroom, and has identified normalisation of stereotyped characteristics of language learners. Semi-structured interviews with three experienced EAL teachers were conducted, and a phenomenological framework was applied for the qualitative data analysis. The themes that emerged suggest that the teachers had a limited and even superficial understanding of their students' cultural identities. Cultural stereotyping was evident when describing their students' language learning experiences, and also when describing the challenges and opportunities that students have in their learning. The implications of these for the students' additional language development are discussed. |
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| ISSN: | 1030-8385 |
