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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
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
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  Data: 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
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  Data: 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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        StartPage: 1
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language Teachers
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Barriers
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      – SubjectFull: Student Needs
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Ethnic Stereotypes
        Type: general
      – SubjectFull: Immigrants
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      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Cultural Awareness
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Cognitive Style
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      – SubjectFull: Australia
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