Transnational mobility across the world is opposed by a monocultural mind-set at school, which has led educational researchers across the world to call for a multilingual and multicultural turn. This article presents a qualitative study that investigates immigrant teachers’ role in this transformation process. Framed by the specific historical context of Israel, where professional integration of new immigrant teachers was politically supported, the study focuses on biographies of Israelis, who had immigrated 20 years ago as children and youths. Their perception of immigrant teachers and counselors was reconstructed based on the theory of imagined community and school as linguistic marketplace. The findings allow deep insight into the process of identity construction and community imagining created by school as institution and immigrant teachers as its agents.
AndersonB. (1991). Imagined communities: Reflections on the origin and spread of nationalism (Rev. ed.). London, England: Verso.
2.
BakerC. (2011). Foundations of bilingual education and bilingualism. Clevedon: Multilingual Matters.
3.
BergerE. (2001). Absorption problems in a multicultural society: Selected issues of professional integration of immigrant teachers from the former Soviet Union into the education system in northern Israel (Unpublished doctoral thesis). Retrieved from http://library.macam.ac.il/study/pdf_files/d9137.pdf
4.
BohnsackR. (2007). Rekonstruktive Sozialforschung. Einführung in Methodologie und Praxis qualitativer Forschung [Reconstructive Social Research. Introduction to Methodology and Praxis of Qualitative Research]. Opladen, Germany: Springer.
5.
BourdieuP. (1990). Was heißt sprechen? Die Ökonomie des sprachlichen Tausches. Wien, Austria: Braumüller.
6.
BourdieuP.PasseronJ.-C. (1998). Die Illusion der Chancengleichheit [The illusion of equal opportunity]. Stuttgart, Germany: Klett.
7.
BräuK.GeorgiV. B.Karakaşoğlu-AydınY.RotterC. (Eds.). (2013). Lehrerinnen und Lehrer mit Migrationshintergrund: Zur Relevanz eines Merkmals in Theorie, Empirie und Praxis. Münster, Germany: Waxmann.
BucholtzM.HallK. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7, 585-614.
10.
BurteisenJ. (2003). Zur sprachlichen Integration von Immigranten aus der ehemaligen Sowjetunion in Israel [On the linguistic integration of the immigrants fro Soviet Union in Israel]. In ReitemeierU. (Ed.), Sprachliche Integration von Aussiedlern im internationalen Vergleich [Linguistic integration of repatriates in international comparison] (pp. 221-245). Mannheim, Germany: amandes.
11.
Central Bureau of Statistics. (2013). Statistical abstract of Israel. Jerusalem, Israel: Author.
CollinsJ.ReidC. (2012). Immigrant teachers in Australia. Cosmopolitan Civil Societies: An Interdisciplinary Journal, 4(2), 38. doi:10.5130/ccs.v4i2.2553
14.
CreeseA.BlackledgeA. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching?The Modern Language Journal, 94, 103-115.
15.
CumminsJ. (2010). Bilingual education and bilingualism: Vol. 23. Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, UK: Multilingual Matters.
16.
DöllM.KnappikM. (2015). Institutional mechanisms of inclusion and exclusion in Austrian pre-service teacher training. Tertium Comparationis: Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, 21, 185-204.
17.
ErelU. (2010). Migrating cultural capital: Bourdieu in migration studies. Sociology, 44, 642-660.
18.
FranceschiniR. (2002). Sprachbiographien: Erzählungen über Mehrsprachigkeit und deren Erkenntnisinteresse für die Spracherwerbsforschung und die Neurobiologie der Mehrsprachigkeit [Language biographies: Narratives on multilingualism and their implications for the language acquisition research and the neuro-biology of multilingualism]. In AdamzikK.RoosE. (Eds.), Biografie linguistiche. Bulletin vals-asla76 (pp. 19-33).
19.
FürstenauS. (2016). Multilingualism and school development in transnational educational spaces. Insights from an intervention study at German Elementary Schools. In KüppersA.PuschB.Uyan SemerciP.Uyan-SemerciP. (Eds.), Bildung in transnationalen Räumen: Education in transnational spaces (1st ed., pp. 71-90). Wiesbaden, Germany: Springer.
20.
GarcíaO. (2013). Theorizing and enacting translanguaging for social justice. In BlackledgeA.CreeseA. (Eds.), Heteroglossia as practice and pedagogy (pp. 192-216). New York, NY: Springer.
GkaintartziA.KiliariA.TsokalidouR. (2013). “Invisible” bilingualism—“Invisible” language ideologies: Greek teachers’ attitudes towards immigrant pupils’ heritage languages. International Journal of Bilingual Education and Bilingualism, 18, 60-72.
23.
GogolinI.NeumannU. (Eds.). (2009). Streitfall Zweisprachigkeit—The bilingualism controversy. Wiesbaden, Germany: VS Verlag für Sozialwissenschaften / GWV Fachverlage GmbH Wiesbaden. doi:10.1007/978-3-531-91596-8
24.
GomollaM. (2009). Elternbeteiligung in der Schule [Parents’ participation at school]. In FürstenauS.GomollaM. (Eds.), Migration und schulischer Wandel: Elternbeteiligung (1st ed.) [Migration and school transformation: Parents’ participation] (pp. 21-49). Wiesbaden, Germany: VS Verlag.
25.
GomollaM.RadtkeF.-O. (2009). Institutionelle Diskriminierung: Die Herstellung ethnischer Differenz in der Schule (3. Aufl.) [Institutional discrimination: The production of ethnic difference in schools]. Wiesbaden, Germany: VS Verlag.
26.
HerdinaP.JessnerU. (2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon, UK: Multilingual Matters.
27.
IngersollR.MayH. (2016). Minority teacher recruitment, employment and retention: 1987 to 2013. Stanford, CA: Learning Policy Institute.
28.
IrvineJ. J. (1989). Beyond role models: An examination of cultural influences on the pedagogical perspectives of black teachers. Peabody Journal of Education, 66, 51-63.
29.
IrvineJ. T.GalS. (2000). Language ideology and linguistic differentiation. In KroskrityP. V. (Ed.), School of American Research Advanced Seminar Series—Regimes of language: Ideologies, polities, and identities (1st ed., pp. 35-84). Santa Fe, NM: School of American Research Press.
30.
KönigK. (2013). Generalisieren, Moralisieren: Redewiedergabe in narrativen Interviews als Veranschaulichungsverfahren zur Wissensübermittlung [Generalizing, moralizing: reported speech in narrative interviews as a means for practice of depiction for knowledge transmission]. In BirknerK.EhmerO. (Eds.), Veranschaulichungsverfahren im Gespräch [illustrative method in conversation] (pp. 201-223). Mannheim, Germany: Verlag für Gesprächsforschung.
31.
Krüger-PotratzM. (2009). Migration als Herausforderung für Bildungspolitik [Migrations as a challenge for education policy]. In LeiprechtR. (Ed.), Politik und Bildung: Vol. 38. Schule in der Einwanderungsgesellschaft: Ein Handbuch [Politics and education: Vol 38. School in an immigrant society: A Handbook] (3rd ed., pp. 56-82). Schwalbach, Germany: Wochenschau.
32.
LengyelD.RosenL. (2015). Minority teachers in different educational contexts: Introduction. Tertium Comparationis: Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, 21, 153-160.
33.
Le PageR. B.Tabouret-KellerA. (1985). Acts of identity: Creole-based approaches to language and ethnicity. Cambridge, UK: Cambridge University Press.
34.
LiboyG.-M.MulatrisP. (2016). Enseignants non immigrants et enseignants immigrants: Convergences et divergences autour de la relation entre école et familles immigrantes [Teachers with and withount an immigrant background: Convergences and divergences around the relationaship between the school and the immigrant families]. Alterstice, 6(1), 91-104.
35.
LiebscherG.Dailey-O’CainJ. (2009). Language attitudes in interaction. Journal of Sociolinguistics, 13, 195-222.
36.
MichaelO. (2006). Multiculturalism in schools: The professional absorption of immigrant teachers from the former USSR into the education system in Israel. Teaching and Teacher Education, 22, 164-178.
37.
MSW NRW (2007). Mehr Lehrkräfte mit Zuwanderungsgeschichte. Ein Handlungskonzept [More teachers with an immigrant background. A strategy of action]. Ministerium für Schule und Weiterbildung Nordrhein-Westfalen, Germany.
38.
NohlA.-M. (2010). Narrative interview and documentary interpretation. In BohnsackR.PfaffN.WellerW. (Eds.), Qualitative analysis and documentary method in international educational research (pp. 195-217). Opladen, Germany: Budrich.
39.
Oomen-WelkeI. (Ed.). (2013). Mehrsprachigkeit in der Klasse wahrnehmen, aufgreifen, fördern [Multilingualism in the classroom - perceiving, including, fostering] (1. Aufl.). Stuttgart, Germany: Fillibach bei Klett.
40.
Oomen-WelkeI.Pena SchumacherT. (2005). Sprachenlernen: Biographische Rekonstruktionen zweisprachiger Schulkinder [Learning languages: Biographical recounstruction in bilingual students]. In HinnenkampV.MengK. (Eds.), Sprachgrenzen überspringen. Sprachliche Hybridität und polykulturelles Selbstverständnis [Passing language borders. Linguistic hybridity and polycultural self] (pp. 289-323). Tübingen, Germany: Narr.
41.
PavlenkoA.BlackledgeA. (Eds.). (2004). Negotiation of identities in multilingual contexts. Clevedon, UK: Multilingual Matters.
42.
PredigerS. (2011). Mathematiklernen unter Bedingungen der Mehrsprachigkeit: Stand und Perspektiven der Forschung und Entwicklung in Deutschland [Learning mathematics in multilingual contexts: State of art on reserach and development in Germany]. Münster, Germany: Waxmann.
43.
PulinxR.van AvermaetP. (2015). Integration in Flanders (Belgium)—Citizenship as achievement: How intertwined are “citizenship” and “integration” in Flemish language policies?Journal of Language and Politics, 14, 335-358.
44.
PutjataG. (2017). New language education policy: Policy making and enhancement of migrant-related multilingualism in students’ own perception. A case study with Russian speaking Israelis. Zeitschrift für Erziehungswissenschaft, 20, 223-239.
45.
PutjataG. (2018). Immigrant teachers’ integration and transformation of the linguistic market. Language and Education, 32. DOI 10.1080/09500782.2018.1458860
46.
PutjataG.OlfertH.RomanoS. (2016). Mehrsprachigkeit als Kapital: Möglichkeiten und Grenzen des Moduls »Deutsch für Schülerinnen und Schüler mit Zuwanderungsgeschichte« in Nordrhein-Westfalen [Multilingualism as capital: Opportunities and limitations of the module: German for students with migration history]. Ödaf-Mitteilungen, 32, 34-44.
47.
QuiochoA.RiosF. (2000). The power of their presence: Minority group teachers and schooling. Review of Educational Research, 70, 485-528.
48.
RemennickL. (2002). Survival of the fittest: Russian immigrant teachers speak about their professional adjustment in Israel. International Migration, 40, 99-121.
49.
RotterC. (2012). Lehrkräfte mit Migrationshintergrund: Individuelle Umgangsweisen mit bildungspolitischen Erwartungen. Zeitschrift für Pädagogik, 58, 204-222.
50.
RotterC.TimpeM. (2016). Role models and confidants? Students with and without migration backgrounds and their perception of teachers with migration backgrounds. Teaching and Teacher Education, 59, 92-100.
51.
SchalleyA.EisenchlasA.GuilleminD. (2015). Multilingualism and literacy: Attitudes and policies. International Journal of Multilingualism, 12, 151-161.
52.
ShohamyE. (2010). Cases of language policy resistance in Israel’s centralized educational system. In MenkenK.GarciaO. (Eds.), Negotiating language policies in schools: Educators as policymakers (pp. 182-197). New York, NY: Routledge.
53.
SloetjesH.WittenburgP. (2008). Annotation by category: ELAN and ISO DCR. Proceedings of the 6th International Conference on Language Resources and Evaluation.
54.
SpolskyB.ShohamyE. (1999). The languages of Israel: Policy, ideology and practice. Clevedon, UK: Multilingual Matters.
55.
StrasserJ.SteberC. (2010). Lehrerinnen und Lehrer mit Migrationshintergrund: Eine empirische Reflexion einer bildungspolitischen Forderung [Teachers with an immigrant background: An empirical reflection of a political call]. In HagedornJ.SchurtV.SteberC.WaburgW. (Eds.), Ethnizität, Geschlecht, Familie und Schule: Heterogenität als erziehungswissenschaftliche Herausforderung; [Ethnicity, gender, family and school: Heterogenity as an educational challenge]; [Festschrift für Leonie Herwartz-Emden] (1st ed., pp. 97-126). Wiesbaden, Germany: VS Verlag.
56.
StrasserJ.WaburgW. (2015). Students ’ perspectives on minority teachers in Germany. Tertium Comparationis, 21, 251-274.
57.
TajfelH. (1982). Social identity and intergroup relations. Cambridge, UK: Cambridge University Press.
58.
TatarM.Ben-UriI.HorenczykG. (2011). Assimilation attitudes predict lower immigration-related self-efficacy among Israeli immigrant teachers. European Journal of Psychology of Education, 26, 247-255.
59.
TerhartH.PutjataG.BakR.SchnitzerA. (2018). Bildungsangebote für neu zugewanderte Menschen zwischen Teilhabe und Ausschluss. In System, Wandel, Entwicklung. Akteurinnen und Akteure inklusiver Prozesse im Spannungsfeld von Institution, Profession und Person [Educational programms for newly arrivied people between participation and inclusion. In: System, Transformation, Development: Actors of inclusive processes in the conflict between institution, profession and person] (pp. 374-380). Bad Heilbrunn, Germany; Klinkhardt.
60.
TophinkeD.ZieglerE. (2006). “Aber bitte im Kontext!” Neue Perspektiven der dialektologischen Einstellungsforschung. OBST, 71, 205-224.
61.
YoungA. S. (2014). Looking through the language lens: Monolingual taint or plurilingual tint? In ContehJ.MeierG. (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 89-109). Bristol, UK: Multilingual Matters.
