{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/5471"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/5471","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"A Description of Monolingual English Teachers Appreciations of Student Language Repertoires in Hutterian Colony Schools","abstract":"This phenomenological study describes five monolingual English teachers’ understandings of the language repertoires of their students in a Hutterian colony context. The five participants deliver the provincial curriculum through the English language to Hutterian colony students who have the three languages of spoken Hutterisch, written High German and English. In brief, findings demonstrate that the teachers had limited or inaccurate understanding of the students' language repertoires before beginning their teaching positions. In addition , the teacher participants’ awareness of the students’ language resources was, and is, an ongoing developmental process, one that is shaped by their own linguistic identities. The self-reflective journey of the researcher is also addressed in relation to the participants’ experiences. The thesis concludes with discussion of possible considerations for teacher education, professional development for in-service teachers working in Hutterian contexts, and future research.","abstract_html":"This phenomenological study describes five monolingual English teachers’ understandings of the language repertoires of their students in a Hutterian colony context. The five participants deliver the provincial curriculum through the English language to Hutterian colony students who have the three languages of spoken Hutterisch, written High German and English. In brief, findings demonstrate that the teachers had limited or inaccurate understanding of the students' language repertoires before beginning their teaching positions. In addition , the teacher participants’ awareness of the students’ language resources was, and is, an ongoing developmental process, one that is shaped by their own linguistic identities. The self-reflective journey of the researcher is also addressed in relation to the participants’ experiences. The thesis concludes with discussion of possible considerations for teacher education, professional development for in-service teachers working in Hutterian contexts, and future research.","abstract_has_math":false,"creators":["Nelson, Cynthia Ann"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Sterzuk, Andrea"],"committee_chairs":[],"committee_members":["Schick, Carol","Mulholland, Valerie"],"year":2013,"date_issued":"2013-12","date_published":"2013-12","updated_at":"2026-07-24T04:03:49Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4977"],"render_values":[{"text":"https://doi.org/10.82465/4977","href":"https://doi.org/10.82465/4977","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/5471","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Sterzuk, Andrea"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Schick, Carol","Mulholland, Valerie"]},{"key":"dc:creator","label":"Author","values":["Nelson, Cynthia Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-10-20T19:14:52Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-10-20T19:14:52Z"]},{"key":"dc:date.issued","label":"Date","values":["2013-12"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4977"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/5471"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vii, 136 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["This phenomenological study describes five monolingual English teachers’ understandings of the language repertoires of their students in a Hutterian colony context. 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