Abstract
In this chapter, we examine preparation for real-world teaching contexts defined by linguistic and cultural difference through the lens of participation in an immersive TESL education program. Based on our experiences as two developing educators representing different levels of professional experience, teaching contexts, and classroom demographics, we argue that participation in immersive programs better prepares teachers to teach in any context through development of intercultural competence, cultural responsivity, and empathy for students along with pedagogical learning. Using a reflective lens toward teacher learning, we outline how we have drawn on lessons from this program to navigate linguistic and cultural difference among ourselves and our students within our respective teaching contexts.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Adams, T. E., Holman Jones, S., & Ellis, C. (2015). Autoethnography: Understanding qualitative research. Oxford, England: Oxford University Press.
Bourhis, R. Y., El-Geledi, S., & Sachdev, I. (2007). Language, ethnicity, and intergroup relations. In A. Weatherall, B. Watson, & C. Galois (Eds.), Language, discourse and social psychology (pp. 15–50). New York, NY: Palgrave Macmillan.
Frederiksen, C. H., & Dominic, J. F. (1981). Introduction: Perspectives on the activity of writing. In C. H. Frederiksen & J. F. Dominic (Eds.), Writing: The nature, development and teaching of written communication (Vol. 2, pp. 1–20). Hillsdale, NJ: Erlbaum.
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,53, 106–116.
Goldenberg, C. (2012). Research on English learner instruction. In M. Calderon (Ed.), Breaking through: Effective instruction and assessment for reaching English learners (pp. 39–61). Bloomington, IN: Solution Tree Press.
Gutiérrez, K. D., Larson, J., Enciso, P., & Ryan, C. L. (2007). Discussing expanded spaces for learning. Language Arts,85(1), 69.
Hoffman, E. (1989). Lost in translation: A life in a new language. New York: E.P. Dutton.
Jackson, J. (2008). Language, identity, and study abroad: Sociocultural perspectives. London, UK: Equinox Publishing.
Kingston, M. H. (1989). The woman warrior: Memoirs of a girlhood among ghosts. New York: Vintage Books.
Kobald, I. (2014). My two blankets. Sydney, Australia: Little Hare Books.
Krashen, S. D. (1987). Principles and practice in second language acquisition. Oxford, UK: Pergamon Press.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal,32, 465–491.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford, UK: Oxford University Press.
Martin, D., & Daiute, C. (2012). English as a second language, a second chance, or second class membership: Exploring the costs and opportunities of Latin immigrants’ narratives. Culture Psychology,19(1), 117–138.
Maslow, A. H. (1943). A theory of human motivation. Psychological Review,50(4), 370–396.
Mayes, P. (2010). The discursive construction of identity and power in the critical classroom: Implications for applied critical theories. Discourse & Society,21, 189–210.
Meltzer, J., & Hamann, E. T. (2005). Meeting the literacy development needs of adolescent English language learners through content-area learning: Part two: Focus on classroom teaching and learning strategies. Providence, RI: The Education Alliance at Brown University. Retrieved from http://www.alliance.brown.edu/pubs/adlit/adell_litdv1.pdf.
Norton, B., & Toohey, K. (2002). Identity and language learning. In R. Kaplan (Ed.), Handbook of applied linguistics (pp. 115–123). Oxford, UK: Oxford University Press.
Olson, C. B., Scarcella, R. C., & Matuchniak, T. (2015). Helping English language learners write: Meeting common core standards, grades 6–12. New York, NY: Teachers College Press.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher,41(3), 93–97.
Romero, C. (2015). What we know about belonging from scientific research. Retrieved from http://mindsetscholarsnetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Belonging.pdf.
Shannon, D. (1998). No, David! New York: Blue Sky Press.
Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners—A report for Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Vygotsky, L. (1978). Mind in society: The higher development of psychological processes. Cambridge, MA: Harvard University Press.
Yarzan, B. (2018). Toward identity-oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 388. https://doi.org/10.1002/tesj.388.
Yousafzai, Malala. (1997 [2013]). I am Malala: The girl who stood up for education and was shot by the Taliban. New York, NY: Little, Brown.
Zong, J., & Batalova, J. (2015, July 8). The limited English proficient population in the United States. Retrieved February 16, 2019, from https://www.migrationpolicy.org/article/limited-english-proficient-population-united-states.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Wood, C., Virzi, A. (2019). Teachers Navigating Cultural and Linguistic Differences: Building Empathy Through Participation in Immersive Experience. In: Martin, D., Smolcic, E. (eds) Redefining Teaching Competence through Immersive Programs. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-24788-1_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-24788-1_7
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-24787-4
Online ISBN: 978-3-030-24788-1
eBook Packages: EducationEducation (R0)