A Description of Monolingual English Teachers Appreciations of Student Language Repertoires in Hutterian Colony Schools

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.

Name thesis:degree_name

Master of Education (MEd)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Curriculm and Instruction

Grantor dc:publisher

Faculty of Graduate Studies and Research, University of Regina

Year dc:date.issued

2013

Author dc:creator

• Nelson, Cynthia Ann

Advisor dc:contributor.advisor

• Sterzuk, Andrea

Committee members dc:contributor.committeemember

• Schick, Carol
• Mulholland, Valerie

Language dc:language.iso

en

DOI

https://doi.org/10.82465/4977

OAI identifier oai:identifier

oai:uregina.scholaris.ca:10294/5471