Search

Research into how to support student teachers to work with diverse school students frequently uses a narrow, Anglocentric lens based on binary language speaker labels. This lens limits understandings of the complex factors impacting any individual's ability to teach inclusively. Given the increases in diversity in the tertiary sector, we therefore sought to explore four teacher educators' perceptions of two inclusive literacy activities they taught that drew on their students' rich knowledge in, and of, English to understand multilingual classrooms. An experiential checklist was employed to thematically analyse the psychological and sociocultural classroom experiences together with Bourdieu's habitus and field theories with key findings revealing key aspects in activity design both affirmed and challenged some participants' thinking. However, critical in disrupting deficit binaries that position us all as "others" was the need to understand how staff and students see themselves as English language speakers. [ABSTRACT FROM AUTHOR]

This study investigates the perception of English ownership among multilingual students in Australian universities. Using qualitative interviews, it explores ownership through four aspects: expertise, inheritance, usage, and identification. The findings suggest that linguistic ownership is tied to language proficiency and self-identification as an expert. Despite students' confidence in English use, being labelled as 'non-native' speakers hinders their sense of ownership. The research highlights ongoing issues related to English ownership, the validity of its variations, and the pervasive influence of the 'native speaker' concept despite efforts to dismantle it. This is largely due to students' experiences with educators who are viewed as guardians of a more 'legitimate' English. The study recommends educators foster awareness of diverse English uses and avoid reinforcing native-speakerism ideologies. [ABSTRACT FROM AUTHOR]