Navigating Teaching Cultures: Foreign-Born Teachers as Cultural Assets in U.S. Language Immersion Schools

• In Event: Roundtable Session 5
  In Roundtable Session: Diverse Teaching Processes and Contexts: Looking Closely and Listening Carefully

Abstract

Foreign-born teachers and administrators in language immersion schools bring the benefits of native language along with the richness of their diverse cultures and worldviews. This exploratory qualitative research examines a) how foreign-born teachers in two public charter language immersion settings (French and Spanish) drew upon their international backgrounds to create their new socio-cultural classroom contexts; and b) the perceptions and beliefs of teachers and administrative at the respective schools regarding culturally responsive teaching and classroom management practices. Interview data were collected from six K-4 teachers, and two administrators. Results showed that while the interviews emphasized the successes related especially in the area of curriculum development, there were multiple challenges in the areas of classroom management and developing cultural competency.

Authors

• Alina Slapac, University of Missouri

• Ralph Adon Cordova, University of Missouri - St. Louis

• Jerol Enoch, University of Missouri - St. Louis