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Immigrant teachers’ integration and transformation of the linguistic market in Israel

Immigrant teachers’ integration and transformation of the linguistic market in Israel

 Galina Putjata
 2019
 p. 51-67 English
Multilingual educationTeacher educationLanguage policyImmigrant teachersLinguistic market
Tác giả CN Galina Putjata
Nhan đề Immigrant teachers’ integration and transformation of the linguistic market in Israel / Putjata Galina
Thông tin xuất bản 2019
Mô tả vật lý p. 51-67
Tóm tắt Immigrant teachers – although discussed in different disciplines and from different perspectives, their potential to transform the educational approach towards multilingualism remains unknown. The present paper addresses this lacuna by focusing on language beliefs in one specific group: new immigrant teachers. Arriving as professionals and integrated in the regular school system, their language expertise constitutes a potential resource in the classroom, at school and for the society in general. Yet, this group of teachers is extremely small, as their access to regular education systems is usually limited. This paper presents a qualitative study framed by a specific historical and national context – the Israeli policy on ‘New Immigrant Teacher Absorption.’ Based on Bourdieu's Theory of Practice and drawing on data from linguistic biographies, the study focused on teachers’ experience as immigrant language speaker. The results allow deep insights into how immigrant teachers come to perceive their migration-induced multilingualism as a capital and emphasize the importance of political measures in this process.
Thuật ngữ chủ đề Multilingual education-Immigrant teachers
Từ khóa tự do Teacher education
Từ khóa tự do Multilingual education
Từ khóa tự do Language policy
Từ khóa tự do Immigrant teachers
Từ khóa tự do Linguistic market
Nguồn trích Language and education- Vol. 33-No1/2019
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a Immigrant teachers – although discussed in different disciplines and from different perspectives, their potential to transform the educational approach towards multilingualism remains unknown. The present paper addresses this lacuna by focusing on language beliefs in one specific group: new immigrant teachers. Arriving as professionals and integrated in the regular school system, their language expertise constitutes a potential resource in the classroom, at school and for the society in general. Yet, this group of teachers is extremely small, as their access to regular education systems is usually limited. This paper presents a qualitative study framed by a specific historical and national context – the Israeli policy on ‘New Immigrant Teacher Absorption.’ Based on Bourdieu's Theory of Practice and drawing on data from linguistic biographies, the study focused on teachers’ experience as immigrant language speaker. The results allow deep insights into how immigrant teachers come to perceive their migration-induced multilingualism as a capital and emphasize the importance of political measures in this process.
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