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Synecdochising Student Identities: EAL Teachers' Positioning of Adult EAL Students in Australia

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Title: Synecdochising Student Identities: EAL Teachers' Positioning of Adult EAL Students in Australia
Language: English
Authors: Sumithran, Suma, Chowdhury, Raqib (ORCID 0000-0002-3136-6545), Barnes, Melissa (ORCID 0000-0003-3090-2585)
Source: Qualitative Research Journal. 2023 23(1):13-26.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Self Concept, Adult Students, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Power Structure, Race, Cultural Background, Disadvantaged, Critical Theory, Teaching Methods, Teacher Student Relationship, Instructional Effectiveness, Educational Background
Geographic Terms: Australia
DOI: 10.1108/QRJ-05-2022-0064
ISSN: 1443-9883
1448-0980
Abstract: Purpose: Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL classroom. As a result, students are often rendered voiceless by essentialist discourses on culture and identity in the classroom that serve to replicate and reinforce dominant societal discourses and strengthen existing institutional power structures. Design/methodology/approach: By drawing on a postcolonial theoretical framework comprising theories of race, identity, power, representation, synecdoche and Third Space, this paper interrogates current literature to understand the complex multidimensional and dynamic cultural identities of adult EAL students. Findings: This paper reveals that adult EAL students are still being oversimplified within the classroom, not just disadvantaging students and institutions, but also hindering multicultural pedagogies. Originality/value: This paper suggests that teachers require opportunities for critical reflection incorporated within a critical pedagogy in decolonised classrooms that can not only build respectful and equitable awareness of their students' cultural identities and educational and historical backgrounds but provide important implications for effective pedagogical practices.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1361371
Database: ERIC
FullText Text:
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  Data: Synecdochising Student Identities: EAL Teachers' Positioning of Adult EAL Students in Australia
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sumithran%2C+Suma%22">Sumithran, Suma</searchLink><br /><searchLink fieldCode="AR" term="%22Chowdhury%2C+Raqib%22">Chowdhury, Raqib</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3136-6545">0000-0002-3136-6545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barnes%2C+Melissa%22">Barnes, Melissa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3090-2585">0000-0003-3090-2585</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Qualitative+Research+Journal%22"><i>Qualitative Research Journal</i></searchLink>. 2023 23(1):13-26.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 14
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Power+Structure%22">Power Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged%22">Disadvantaged</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: DOI
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  Data: 10.1108/QRJ-05-2022-0064
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  Label: ISSN
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  Data: 1443-9883<br />1448-0980
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Adult student identities within EAL (English as an Additional Language) classrooms have often been positioned as static, homogenised and exoticised within scholarly literature. Within such positioning, teachers have embraced pedagogical practices which classify students by country of origin and represent student identities within binaries of Self and the Other, limiting these students' identity positionings for adoption within the EAL classroom. As a result, students are often rendered voiceless by essentialist discourses on culture and identity in the classroom that serve to replicate and reinforce dominant societal discourses and strengthen existing institutional power structures. Design/methodology/approach: By drawing on a postcolonial theoretical framework comprising theories of race, identity, power, representation, synecdoche and Third Space, this paper interrogates current literature to understand the complex multidimensional and dynamic cultural identities of adult EAL students. Findings: This paper reveals that adult EAL students are still being oversimplified within the classroom, not just disadvantaging students and institutions, but also hindering multicultural pedagogies. Originality/value: This paper suggests that teachers require opportunities for critical reflection incorporated within a critical pedagogy in decolonised classrooms that can not only build respectful and equitable awareness of their students' cultural identities and educational and historical backgrounds but provide important implications for effective pedagogical practices.
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  Data: 2023
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  Data: EJ1361371
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        Value: 10.1108/QRJ-05-2022-0064
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      – Text: English
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        PageCount: 14
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    Subjects:
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Adult Students
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Cultural Background
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      – SubjectFull: Critical Theory
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Australia
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      – TitleFull: Synecdochising Student Identities: EAL Teachers' Positioning of Adult EAL Students in Australia
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