Haley De Korne

Familiarising the Stranger: Immigrant Perceptions of Cross-cultural Interaction and Bicultural Identity

As contact between cultures continues to increase, the impact that this has on cultural identity and belonging is unclear. Cross-cultural or bicultural identification remains a relatively unexplored phenomenon. Is it possible, natural or potentially good to have an identity rooted in more than one culture? If so, how is cross-cultural identity negotiated? Semi-structured interviews were undertaken with nine women who have lived as immigrants in the UK or the USA for at least 20 years. The focus was on the experience of cross-cultural identification, including its benefits and drawbacks. The variety of experience does not permit generalisation at this stage, but the main characteristics of being bicultural in their experience include heightened self-awareness and understanding of difference, and a potential for critical, objective perspective on their environment. It is argued that emphasising the benefits of bicultural identity can be an important step toward improving cross-cultural interaction.

Towards new ideologies and pedagogies of multilingualism: innovations in interdisciplinary language education in Luxembourg

Language is both a means and an end in educational systems. As a means to learning, it manifests itself in countless, shifting modalities; while as an end or objective of learning, it is often perceived as an autonomous, formal entity. Through a case study of an interdisciplinary secondary school project in Luxembourg, this paper explores the tension between formal, standardizing ideologies of language and the diversifying realities found in many classrooms and beyond. Beginning with discussion of different ideological stances towards multilingualism, language education and classroom participation, this paper analyses ways in which these ideologies impact educational systems in general, and language education in Luxembourg in particular, and advocates for heteroglossic, inclusive approaches to language education. The case study presented illustrates successful heteroglossic pedagogy, marked by inclusion of numerous languages, numerous content areas, numerous modalities of expression, and shifts in school participation hierarchies. At the same time, analysis of this case also illustrates continued influences of standard, monoglossic language ideology and areas of difficulty that need to be addressed in order to further develop and normalize effective multilingual pedagogy.Language is both a means and an end in educational systems. As a means to learning, it manifests itself in countless, shifting modalities; while as an end or objective of learning, it is often perceived as an autonomous, formal entity. Through a case study of an interdisciplinary secondary school project in Luxembourg, this paper explores the tension between formal, standardizing ideologies of language and the diversifying realities found in many classrooms and beyond. Beginning with discussion of different ideological stances towards multilingualism, language education and classroom participation, this paper analyses ways in which these ideologies impact educational systems in general, and language education in Luxembourg in particular, and advocates for heteroglossic, inclusive approaches to language education. The case study presented illustrates successful heteroglossic pedagogy, marked by inclusion of numerous languages, numerous content areas, numerous modalities of expression, and shifts in school ...

Indigenous language education policy: supporting community-controlled immersion in Canada and the US

The vitality of most Indigenous languages in North America, like minority languages in many parts of the world, is at risk due to the pressures of majority languages and cultures. The transmission of Indigenous languages through school-based programs is a wide-spread approach to maintaining and revitalizing threatened languages in Canada and the US, where a majority of Indigenous children attend public schools. Policy for Indigenous language education (ILE) in public schools is controlled primarily on the regional (province/state/territory) level, and there is a lack of shared knowledge about policy approaches in different regions, as well as a lack of knowledge about effective ILE policy in general. While no ideal policy model is possible due to the diversity of different language and community contexts, there are several factors that have been identified as closely linked to the success of ILE; immersion approaches to education and community control of education. Using these two factors as an analysis framework, this study documents regional policies impacting ILE in Canadian and US public schools, showing that although there are many regions lacking ILE policy, there are a growing number of supportive ILE policies currently in place. The varying levels of support that different policies provide, and a discussion of different ways in which immersion and community control may be supported in ILE policy are illustrated through examples of existing policies. Several recommendations for the development of future ILE policy are offered, including the importance of diverse policy approaches, support for bilingual education in general, and further development of Indigenous language teacher training and Indigenous control of ILE.

Ways of Talking (and Acting) About Language Reclamation: An Ethnographic Perspective on Learning Lenape in Pennsylvania

ABSTRACT The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity, and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources.

Language planning and policy in native America: history, theory, praxis

native French speakers with Hebrew as L2. In conclusion, this book surveys a very interesting and complex linguistic situation. It offers plenty of detail on the role of French within Israel today, the different types of speakers who use it and the different ways in which it is used. However, many questions remain, and we would encourage more attempts to draw comparisons and to relate the material presented here to studies done elsewhere, using current theoretical frameworks.

A Review of “Plurilingualisme et formation des enseignants: une approche critique [Plurilingualism and teacher education: a critical approach]”

Andrews is attempting a bold but timely move in choosing to address the issue of English and Language arts as a subject and as an approach in education. His appeal for a model of communication that is ‘clear, accessible and powerful enough to serve the needs of students and teachers in the twenty-first century’ (208) is relevant, yet fraught with political and disciplinary challenges. As with the various other approaches that have changed the face of English education in the past, it will no doubt be a combination of continued research, applied practice and political lobbying that may allow such a substantial shift in thinking to occur in the way that Andrews hopes. Re-framing will indeed have to take place in a very active and powerful way.