ABSTRACT

In many parts of the world, there is a visible increase in the numbers of culturally and linguistically diverse students entering compulsory education. To explore the preparedness of teachers for responding to this diversity, this article reports the findings of an ethnographic study which had a specific focus on Samoan students. In semi-structured interviews, teachers of a south-east Queensland primary school described initial challenges they encountered, as well as their opinions about the professional development they had received for intercultural education. In talanoa (Pacific Island-style discussions), parents in the school community shared their concerns about the cultural and linguistic responsiveness of the teachers compared to their previous experiences. Analysis of the findings revealed that teachers experienced “culture shock” in highly multicultural classrooms perhaps related to the lack of opportunities for professional learning about teaching culturally and linguistically diverse students. Too few opportunities for teachers to develop and sustain positive dispositions towards intercultural education may have factored into the school staff’s focus on the “how” of intercultural education, rather than the “why”. A scarcity of professional and human resources in this area was also identified. The article concludes with ideas for future research.

摘要

在世界许多地方，接受义务教育的文化和语言多样化的学生人数明显增加。为了探索教师应对这种多样性的准备，本文报告了一项民族志研究的结果，该研究特别着重于萨摩亚学生。在半结构化访谈中，昆士兰东南部一所小学的老师描述了他们所遇到的最初挑战，以及他们对跨文化教育所获得的专业发展的看法。在talanoa（太平洋岛屿风格的讨论）中，与以前的经历相比，学校社区中的父母分享了他们对教师的文化和语言反应能力的关注。对调查结果的分析表明，教师在高度多元文化的教室中经历了“文化冲击”，这可能与缺乏专业的学习机会有关教学具有文化和语言多样性的学生有关。对于教师而言，发展和维持积极的跨文化教育倾向的机会太少了，这可能是学校工作人员将重点放在跨文化教育的“如何”而非“为什么”上的原因。还确定了该领域专业和人力资源的匮乏。本文最后提出了未来研究的想法。对于教师而言，发展和维持积极的跨文化教育倾向的机会太少了，这可能是学校工作人员将重点放在跨文化教育的“如何”而非“为什么”上的原因。还确定了该领域专业和人力资源的匮乏。本文最后提出了未来研究的想法。对于教师而言，发展和维持积极的跨文化教育倾向的机会太少了，这可能是学校工作人员将重点放在跨文化教育的“如何”而非“为什么”上的原因。还确定了该领域专业和人力资源的匮乏。本文最后提出了未来研究的想法。