Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility
Teaching English to Linguistically Diverse Students from Migration Backgrounds: From Deficit Perspectives to Pockets of Possibility
复制标题
向来自移民背景的语言多样化的学生教授英语：从赤字视角到可能性的口袋
作者：
Elizabeth J. Erling;Anouschka Foltz;Felicitas Siwik;Michael Brummer
本文报道的采访研究与六所中学LX英语教师工作在奥地利的一部分，那里有一个高于平均水平的居民人数，因此也是学生，谁是多语种，来自移民背景。它试图将移民背景的多语言学习者的赤字观点的研究扩展到LX英语学习领域，并提供对国际应用语言学研究中代表性不足的语言学习环境的见解，该研究往往侧重于精英语言学习。本文探讨了教师在这种背景下对英语教学的看法。我们假设教师会对学生的多语言背景和实践持负面看法。对教师访谈数据的类型学分析显示，教师确实对学生的多语言能力和语言学习持有一些占主导地位的赤字观点;然而，它也表明教师正在采取重视多语言实践的跨语言立场的雏形。因此，本文最后考虑如何利用和扩展的可能性观点，以促进学生的多语言和多元文化的发展，特别是关于LX英语学习。
This article reports on an interview study with six secondary school LX English teachers working in a part of Austria where there is an above-average number of residents–and thus also students–who are multilingual and come from migration backgrounds. It attempts to extend research on deficit perspectives of multilingual learners from migration backgrounds to the area of LX English learning and to provide insights into a language learning context that is underrepresented in international applied linguistics research, which has tended to focus on elite language learning. The article explores teachers’ perceptions of teaching English in this context. We hypothesized that teachers would hold negative beliefs about their students’ multilingual backgrounds and practices. The typological analysis of teachers’ interview data revealed that teachers did hold some dominant deficit perspectives about their students’ multilingualism and language learning; however, it also suggests that teachers are taking on the rudiments of a translanguaging stance that values multilingual practice. The article thus closes by considering how possibility perspectives can be harnessed and extended to foster students’ multilingual and multicultural development, with particular regard to LX English language learning.