Recent migration combined with strategies to diversify the teacher workforce has led to complexities in teacher diversity identified by the term 'superdiversity' (Vertovec, 2006). This article builds on recent work on the processes of convergence and superdiversity (Wessendorf, 2011) by focusing on meaningful encounters in the mathematics classroom. A sociolinguistics approach is used to discuss the performance of teacher identity, focusing on accent. An analysis of power shows tensions between Standard English and local vernaculars, involving microaggressions and opportunities for intercultural learning. The article concludes by discussing coping with microaggressions and the systemic implications for school policies and initial teacher training. It shows how microaggressions offer opportunities for intercultural learning and how classroom spaces can be developed that promote both this and the dispositions of an intercultural habitus.

中文翻译：

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流动教师与课堂遭遇：跨文化学习的过程

最近的迁移与教师队伍多元化战略相结合，导致了“超级多元化”一词所确定的教师多元化的复杂性（Vertovec，2006 年）。本文基于最近关于收敛和超级多样性过程的工作 (Wessendorf, 2011)，重点关注数学课堂中有意义的相遇。使用社会语言学方法来讨论教师身份的表现，重点是口音。权力分析显示了标准英语和当地白话之间的紧张关系，包括微攻击和跨文化学习的机会。文章最后讨论了如何应对微观攻击以及对学校政策和初始教师培训的系统影响。