Session Information
10 SES 13 B, Analysis of Teacher Educators’ Discourse in Urban Education
Symposium
Contribution
Teacher education separates concerns related to literacy and mother tongue from those of immigrants and heritage learners handled in second language education. These are two profiles of teachers, trained within two different mindsets, which nowadays create more problems than they help to solve. We live in a world of mass migrations creating a variety of hybridities, with which the educational system—in particular urban education—cannot cope. In some countries in which up to 7 languages may be represented in the first grade classroom—none of which spoken by the teacher—new approach to languages are developed. Project-based, self-directed learning comes to the fore. Students become curriculum builders and are in charge of their peers’ progress. Such is the Deep Approach to Turkish Teaching and Learning. We are researching a new approach to languages that integrates first and second languages within one transdisciplinary and sociocultural move. This paper analyzes texts and policies that create a border within language teacher education and proposes holistic ways of sharing interests across language borders in urban settings. The presentation will explore and illustrate these issues from a study of Turkish instructors’ education who face new needs with heritage students to which they must adapt.
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