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What is Multilingual Educator

Chapter 10
Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development
Based on Jessner’s (2008) definition of multilingual proficiency as the complex interaction among various psycholinguistic systems, cross-linguistic interaction and multilingualism, the term multilingual educator in this study will refer to a teacher within the K-12 education system who has a command of at least three linguistic systems, with equal and/or varying proficiency.
Published in Chapter:
Exploring the Interstices of Literate, Linguistic, and Cultural Diversity
Patriann Smith (University of Illinois at Urbana-Champaign, USA) and Alex Kumi-Yeboah (University at Albany – State University of New York, USA)
Copyright: © 2015 |Pages: 23
DOI: 10.4018/978-1-4666-8668-7.ch010
Abstract
In this chapter, we examine an English-speaking Caribbean multilingual teacher's response to linguistic diversity by exploring his linguistic and literate experiences and responses to language in various geographical and social contexts. Through in-depth semi-structured topical interviews, we identified three distinct recursive “pathways” representative of the teacher's experiences. These pathways constituted his processes of attitude transformation, strategy use, and identity formation. The findings highlight the need for further exploration of multilingual teachers' linguistic diversity and indicate the need to examine teachers' capacity to respond to linguistic and cultural diversity based on their personal experiences.
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