Exploring the Interstices of Literate, Linguistic, and Cultural Diversity

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Author(s): Patriann Smith (University of Illinois at Urbana-Champaign, USA)and Alex Kumi-Yeboah (University at Albany – State University of New York, USA)
Copyright: 2016
Pages: 25
Source title: Teacher Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0164-0.ch072

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

In this chapter, we examine an English-speaking Caribbean multilingual teacher's response to linguistic diversity by exploring his linguistic and literate experiences and responses to language in various geographical and social contexts. Through in-depth semi-structured topical interviews, we identified three distinct recursive “pathways” representative of the teacher's experiences. These pathways constituted his processes of attitude transformation, strategy use, and identity formation. The findings highlight the need for further exploration of multilingual teachers' linguistic diversity and indicate the need to examine teachers' capacity to respond to linguistic and cultural diversity based on their personal experiences.

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Exploring the Interstices of Literate, Linguistic, and Cultural Diversity

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