Gap Between Teachers’ Discourse and Their Actual Differentiated Professional Practices in Multiethnic Elementary School Settings

• In Event: Roundtable Session 2
  In Roundtable Session: Analyses of Schooling Practices: Curriculum, Discourse, and Setting

Abstract

Differentiated professional practices are thought to contribute to recently arrived immigrant students’ integration and learning in school given that they are adapted to the students’ needs, personal backgrounds and characteristics. In this context, taking into account the students’ individual reality and differences commonly means having to get acquainted with their family. Although differentiated professional practices are increasingly considered as enhancing “success at school for all”, there is a lack of knowledge about the actual differentiated practices applied in multiethnic classes, and little is known on the teachers’ differentiated contacts made with their migrant students’ families. In this presentation, the differentiated professional practices of four teachers currently in service in multiethnic elementary school settings are analyzed in relation to their representations.

Author

• Naomi Grenier, Université de Sherbrooke