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ERIC Number: ED362477
Record Type: RIE
Publication Date: 1993-Apr
Pages: 23
Abstractor: N/A
Reference Count: N/A
Narrative and Voice: Marginalized Perspectives in Teacher Education. Heritage Language Teachers in Ontario Schools.
Marujo, Manuela
This paper reviews the development of interest in teaching Portuguese to immigrant students, an interest rooted in an individual's ethnicity and cultural past. The story of a Portuguese couple who immigrated to Sweden with their young son is recited, emphasizing the child's struggle with his lack of identity with either Portuguese or Swedish culture. The heritage language programs in Ontario, Canada, are then described as programs that allow for schooling in the student's first language to enhance students' cultural identity and self-esteem. The historical development of the language programs is reviewed, and their goals are listed. Institutionalized discrimination towards such multicultural federal educational policies are noted. Qualifications of heritage language teachers are discussed, and it is explained that instructors need not have an Ontario teacher's certification, can be paid at a lower rate than regular classroom teachers, and occupy a lower status than regular classroom teachers. Heritage language teachers' difficulties in integrating themselves into the schools in which they teach are examined. The paper concludes that the way schools treat the heritage language of their students mirrors their manner towards race, culture, and identity, and that major changes in the program are needed. (Contains 22 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Ontario; Portugal; Sweden
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).