Diverse Teachers and Diverse

Learners
SATEAL Conference 2011:
Meeting the Diverse Needs of EAL
Learners
 Overview of Presentation
• Context in Scotland
• Rationale for structural and institutional support for
diversification of teaching profession in Scotland
• Case Study: Refugees Into Teaching in Scotland
(RITeS) project
• Challenges and Barriers for Diverse Teachers
• Cummins’ Framework for Collaborative
Empowerment
• Role of EAL teachers
Culturally Responsive Pedagogy
Culturally Responsive Pedagogy
Ø Culturally responsive pedagogy facilitates and supports
the achievement of all students. In a culturally
responsive classroom, effective teaching and learning
occur in a culturally supported, learner-centered
context, whereby the strengths students bring to school
are identified, nurtured, and utilized to promote student
achievement. (Richards, Brown and Forde)

Ø Educational practices that build upon and are

responsive to the linguistic, interactional, cognitive and
learning patterns of diverse families. (Perry)
 Multilingual Classroom
I did Lingala
She doesn’t know because it’s her
English yet but she best language.
knows French.
Multilingual Classrooms
Ø ‘Exert educational effort that takes into account
and builds on the diversity of languages and
literacy practices that children and youth bring
to school’
(Garcia, Skutnabb-Kangas and Torres Guzman)
The Face of Teaching?
We see that the face of Scotland is changing. We can see a lot
of children in primary schools from different countries, from
different cultures. I think we have to get all the teachers,
especially from other countries, to get involved with these
children because they know them well, they know how the
system has been working in their in their country and they give
a lot of positive to support for these children to grow up and
succeed in this society.
(RITeS Interviewee: Primary Female Teacher, Burundi)
The Scottish Context
Teaching Scotland’s Future
Education policy should support the
creation of a reinvigorated approach
to 21st Century teacher
Professionalism.
Selection to entry for initial teacher
education programmes should be
made more rigorous.
Clear expectations about necessary
prior learning for teacher education
courses should be developed.
School based placements should be
in schools which --- provide an
effective professional learning
environment.
All teachers should see themselves
as teacher educators.
Curriculum for Excellence
Successful Learners
with enthusiasm and
motivation for learning
Confident Individuals
able to develop and
communicate their own beliefs and
view of the world
Responsible Citizens
able to understand different
beliefs and cultures
Effective Contributors
able to communicate in
different ways and in different settings
Scotland's Minority Ethnic Population
• 1991: 60000 2001:100000
• Total population increase 1.3%
• Total ME population increase 62.3%
• 2009: 92.5% pupils White-UK
• 2009: 1.5 % teachers from minority
ethnic groups. In promoted posts 0.6%
Pupils in Scottish schools

Ø Linguistic diversity
Ø 138 languages currently used by
learners in Scottish schools in their
daily lives
Ø The scale of the linguistic diversity in
the country goes largely unrecognised
in the school system
MEPESS Report
A large proportion of participants lived in communities in
which various heritage languages were used in daily
cultural life. Those who described themselves as
'bilingual' felt that there was no real value given to their
bilingualism. On the contrary, they were made to feel
'exotic', asked in front of the whole class to 'say a few
words in your language'. It was extremely rare to find a
pupil who was being supported in studying their home
language for examination. Indeed, many resented the
fact that they were required to learn French when they
would rather give the time to studying their own home
language. This was especially so if, as a result, it meant
that they were required to study their language in
supplementary classes after school or at weekends.
 SO WHAT?
Ø When the dominant ethnicity of the teaching workforce is
white, it is difficult for cultural difference to be truly
recognised, represented and respected in school
(Lynch and Lodge, 2002)
Ø When the tools of instruction are incompatible with, or
worse, marginalise, the student’s cultural experiences, a
disconnect with school is likely. (Irvine, 1992)
Ø As long as the socioculturally marginalised are identified
as ‘the other’ by the dominant group in society, then they
will be subjected to cultural imperialism (Cummins, 1996)
Ø Conversations of respect between diverse communities are
characterized by intellectual reciprocity. They are the ones in
which the participants expect to learn from each other, expect
to learn non-incidental things, expect to change at least
intellectually as a result of the encounter. (Wlodkowski &
Ginsberg, 1995)
Recognising Linguistic Diversity
Bilingual Writing

I think it helps my learning to be able to write in both languages

because if I'm writing English and Ms. Leoni says you can write
Urdu too it helps me think of what the word means because I
always think in Urdu. That helps me write better in English.
When I came here I didn't know any English so I always spoke
in Urdu. Other teachers always said to me "Speak English,
speak English" but Ms. Leoni didn't say anything when she
heard me speak Urdu and I liked this because if I don't know
English, what can I do? It helps me a lot to be able to speak
Urdu and English. (Madiha)
What has been done?
Case Study: The RITeS Project
Refugees Into Teaching in Scotland
Funded by European Refugee Fund (2005-06) and
Scottish Government 2006 continuing
Offers support and guidance to refugee teachers in
Scotland
Based in School of Education, University of
Strathclyde.
Consortium of colleges, universities, local authorities,
third sector agencies including Scottish Refugee
Council and General Teaching Council for Scotland
Casework based – support, advice, liaison
Over 300 refugee teachers in Glasgow
Refugees into Teaching in Scotland
(RITeS) Research
 Research funded by West Access Forum
 On registering, teachers asked if they will consent to database
use and/or further research
 Research tools co-constructed with refugee teachers
 Demographic analysis of database
 Examination of past and present teaching experiences and
hopes for the future
 In depth semi structured interview with 23 refugee teachers
(English or French); observations of teachers in practice in
Scotland
 No. of No. of No. of No. of
Language speakers Language speakers Language speakers Language speakers

Albanian 3 Hebrew 1 Persian 1 Shona 13

Arabic 23 Hindi 1 Polish 1 Singhala 1

Beri 1 Italian 4 Portugese 1 Somalian 4

Chichewa 1 Kikongo 2 Punjabi 1 Spanish 1

Croatian 1 Kinyarwanda 1 Pushtu 1 Suahili 5

Dutch 1 Kirundi 2 Romanian 1 Tamil 2

English 83 Kurdish 5 Rugandan 1 Turkish 3

Farsi 3 Lingala 4 Rukiga 1 Ukrainian 2

French 17 Luba 1 Runyankore 1 Urdu 9

Georgian 1 Magyar 1 Russian 6 Xhosa 1

German 2 Ndebele 4 Serbian 2 Yoruba 2

Languages spoken by RITeS clients,

November 2007
 Country of Origin Number of teachers on RITeS database
Zimbabwe 48
Iraq 41
Pakistan 29
Democratic Republic of Congo 17
Cameroon, Iran 9 from each of these countries
Nigeria 8
Algeria, Ghana, Somalia, Burundi, 6 from each of these countries
Ukraine, Sri Lanka
Russia 5
Sudan, Ethiopia, Eritrea 4 from each of these countries
Palestine, Poland, Romania, Algeria 3 from each of these countries
South Africa, Kosovo, Uganda, Syria, 2 from each of these countries
Afghanistan,
Senegal, Congo Brazaville, Lebanon, 1 from each of these countries
Malawi, Estonia, Mongolia, Egypt, Togo,
Rwanda, Turkey

Not specified 16
Total no. of countries 37 Total no. of teachers (May 2009) 262

Countries of origin of RITeS clients, May 2009

 Barriers and Challenges

Immigration issues Stress

Long route to re- Labelling
qualification Childcare needs
Disclosure Scotland and Scottish education
Police checks practice
Assessment of foreign Obtaining the right
certificates information
Obtaining GTCS Support after asylum
registration decision
Language difficulties Financial pressure
Multiple Layers of Discrimination
Structural: UK Immigration and Asylum
Legislation
Institutional: Requirements of General Teaching
Council for Scotland
Cultural:
-View of teaching and teachers among profession
-Differing pedagogies and practices
Personal: Attitudes from individuals –
‘colleagues’; parents, pupils
Discrimination in Practice

 You are not approached from your profession(al) point of view. It (the
system) doesn’t target your profession. The target is your paper. If you are
given leave you will be given the chance to teach. Unless, you are given
paper there is no chance for you --- Male, Ethiopia, Secy
 The system ---, needs to be a little bit more welcoming to international
teachers and show them that they are trusted and they are valued and they
know what they are doing. --- The whole system seems to be like (saying)
‘You are not good enough. We are not sure that you can deliver’.
Female Uganda Secondary
 When you have been told by GTCS that you are not qualified enough to
teach in Scotland it destroys confidence and generates anxiety and you want
to get there and prove them wrong. It is the same as sending a suspect to jail
before a court hearing. I only needed confidence in a new environment,
Scottish systems/ways and context. Male, Zimbabwe, Primary
Professional identity
I want to get back into the profession I love. I would like to -- do
something to keep my mind occupied in the teaching profession.
Male, Congo DRC, Secy
I am a teacher. I want to remain a teacher. I haven’t done any other
thing outside teaching. I don’t see myself doing anything else apart
from teaching Male, Congo Brazaville, Secondary
They say once a teacher always a teacher. That’s what I love doing. I
enjoy it. And I would hope that at one point I will be able to do that
but I have faced a lot of challenges and difficulties.
Male, SouthAfrica, Secondary
I have made up my mind --- to face this challenge. --- I am ready for
going back into teaching and no matter how the challenge is going
to be, I am going to face them and I will try my best to stick in the
profession that I love and the profession that I devoted (to).
Male, Burundi, Secondary
Loss of Professional Identity
--- many adults before coming in UK -- are well educated in some
other field. They can’t get back in their professions because they
don’t know where to start. Many of my fellows from (Africa) lost
that motivation and end up in factories to make their living. --- I
have seen many(refugee professionals). After five to seven years
of long (process of asylum) and with all the costs involved when
they come here they end up in factories. When they don’t use it
they will lose it.
Male, Congo DRC, Secondary
Loss of Professional Identity
I am currently working as an administrator in the (local Scottish
hospital). --- but it is very difficult when you are a teacher and
decide just to drop (it) like that. You always have a feeling that
there is something which is missing in you and even if you have
another job they do not value you as a teacher. You always feel
that you are reduced to a very low level and you don’t fulfil your
potential. --- I am not going to carry on like this doing a job, a
work that I am not happy to do and where they undervalue me.
So, I say, let’s go back to my roots, and that is what I am planning
to do.
Male, Burundi, Secondary
What is the Impact?

Students (and student teachers) whose

schooling experiences reflect
collaborative relations of power
participate confidently in instruction as a
result of the fact that their sense of
identity is being affirmed and extended in
their interactions with educators.
(Cummins, 2000)
Cummins’ (2000) Framework for
Collaborative Empowerment
Micro – Interactions between Educators and Students
Reflect
Transformative/ Exclusionary/
Intercultural Assimilationist
Orientation Orientation
Cultural/ Additive Subtractive
Linguistic
Incorporation
Community Collaborative Exclusionary
Participation
Pedagogy Transformative ‘Banking’
Assessment Advocacy Legitimation
Academically and Academically Disabled
personally or Resistant Students
Empowered
Implications

Ø Forced migration for professionals results in loss of professional

identity, value and status.
Ø Deskilling resulting from access to the professions being denied
through structural and institutional barriers renders meaningful
‘integration’ difficult.
Ø Challenges don’t end when teaching qualification achieved.
Why is this an Issue for SATEAL?
Ø Examine the ‘tools of instruction’
Ø Initiate the conversations of respect
Ø Ensure best practice with Curriculum for Excellence in order
that bilingual pupils enabled to achieve the four capacities in a
way which builds on their linguistic and cultural knowledge
Ø Interact with diverse pupils and teachers with a Transformative/
Intercultural Orientation
Ø Contribute to Providing an Effective Professional learning
Environment for Student teachers and Newly Qualified
Teachers to enable Culturally Responsive Pedagogy
 Where to Now?: Recommendations
• Recruitment of teachers who have access to teaching in more
than the majority language, English, is essential to ensure that
the linguistic capital of pupils in Scotland is built on and given
status.
• Bilingual skills of such teachers must be recognised.
• Figures must be collected regarding teachers’ knowledge and
use of the other languages spoken on a daily basis in Scotland.
• Efficient and effective systems must be in place to provide
immediate support in the event of any racial harassment
• Provision of CPD designed to enable bilingual teachers to use
their skills to support the growing numbers of bilingual pupils
in Scotland.
RITeS day out at Loch Lomond
Changing the Face of Teaching in Scotland