Somali High School English Language Learners in Difference Blindness: Implications for Intercultural Responsiveness

View Sample PDF

Author(s): Yukari Takimoto Amos (Central Washington University, USA)
Copyright: 2017
Pages: 21
Source title: Intercultural Responsiveness in the Second Language Learning Classroom
Source Author(s)/Editor(s): Kathryn Jones (Lamar University, USA)and Jason R. Mixon (Lamar University, USA)
DOI: 10.4018/978-1-5225-2069-6.ch007

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

Purchase

View Somali High School English Language Learners in Difference Blindness: Implications for Intercultural Responsiveness on the publisher's website for pricing and purchasing information.

Abstract

This study investigated how five Somali high school immigrant students who were English language learners at a predominantly white high school perceived the mainstream teachers' teaching. The findings reveal that the participants were not accommodated, not given support, and rejected by the mainstream teachers who lacked appropriate training in second language acquisition theories and ESL pedagogy and who endorsed difference blindness. The teachers also ignored and sanctioned any differences the participants brought to school. The teachers' practices ironically resulted in emphasizing differences instead of minimizing, and ultimately caused the participants to feel stigmatized, racialized, and marginalized.

The IRMA Community

Research IRM

Somali High School English Language Learners in Difference Blindness: Implications for Intercultural Responsiveness

Purchase

Abstract

Related Content

IRMA Sponsors