ABSTRACT

Increasingly, teacher educators are required to prepare teachers for students in mainstream classrooms who are more culturally and linguistically diverse than ever before. Yet, calls for teacher educators to model enactments of curriculum and instruction concerning diversity expected of prospective teachers in U.S. K-12 classrooms have resulted in few efforts that attempt to understand and to document the personal predispositions, attitudes, beliefs, and experiences of culturally and linguistically diverse teacher educators. This study examines the learning of five vernacular-speaking Afro-Caribbean “teachers turned educators” (TTEs) about their multilingual and multicultural awareness after they migrated across cultures from their home countries to the United States. Findings indicated that the TTEs demonstrated learning about their awareness by modifying their intonation, message content, facial expressions, deciding to speak or to be silent, and identifying previously overlooked concerns about language in their home countries. Reflexivity was critical to learning about their multilingual awareness and specific sources for navigating cultural incongruence were useful for learning about their multicultural awareness. The TTEs developed “transnational linguistic fluidity” in their demonstration of awareness through learning, raising questions about the inadvertent assumption that immigrant, multilingual, and Black educators naturally reflect an awareness of language and culture.

摘要

越来越需要教师教育者为主流教室里的学生提供教师培训，这些教室在文化和语言上比以往任何时候都更加多样化。然而，呼吁教师教育者对美国K-12教室中准教师的多样性期望的课程和教学模式进行建模，导致人们做出了很少的努力来试图理解和记录个人的倾向，态度，信念以及文化和文化上的经验。语言多样的教师教育者。这项研究考察了五位讲母语的非洲加勒比“教师转变为教育者”（TTE）在他们从祖国迁移到美国后跨文化和多文化意识的学习情况。调查结果表明，TTE通过改变语调，消息内容，面部表情，决定说话或保持沉默以及确定其本国以前对语言的关注而证明了对他们意识的了解。反身性对于了解他们的多语言意识至关重要，而了解文化不一致性的特定来源对于了解他们的多文化意识也很有用。TTE开发了“跨国语言的流动性”，他们通过学习证明了自己的意识，并提出了一个关于移民，多语言和黑人教育者自然反映语言和文化意识的错误假设的疑问。