Grappling With Language Barriers: Implications for Professional Development of Immigrant Teachers

• In Event: Debates, Dialogues, and Discussions on What It Means to Teach Culturally and Linguistically Diverse Students

Abstract

Many teachers who immigrate to the United States aspire to become teachers in a new country. Considering themselves educated professionals, immigrant teachers hope to regain their professional teaching status upon arrival. Research demonstrates, however, that many immigrant teachers encounter difficulties while getting into the teaching profession. Among others, the issue of language was found to be a major problem. By illuminating language issues from the participants’ perspectives, the inquiry raises important questions of how language problems faced by immigrant teachers can be addressed in a multicultural society.

Author

• Inna Abramova, Purdue University