Andrea Sterzuk

Permanent URI for this collectionhttps://hdl.handle.net/10294/15501

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Browsing Andrea Sterzuk by Subject "pedagogy"

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    “Nobody told me they didn’t speak English!”: Teacher language views and student linguistic repertoires in Hutterite colony schools in Canada
    (Taylor and Francis Group, 2016) Sterzuk, Andrea; Nelson, Cindy
    This paper presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language; (b) written High German as a language for religious worship and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students' linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants’ awareness of the students’ language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The paper concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities.
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    ‘The standard remains the same’: language standardisation, race and othering in higher education
    (Taylor and Francis Group, 2014) Sterzuk, Andrea
    As the result of global changes, government policy, and university initiatives, institutions of higher education in Canada have become increasingly linguistically and racially diverse. Traditionally—through policy, curriculum, instruction, and assessment—Canadian universities have promoted a subjective, monolithic, and racialized ‘Standard’ English. Efforts to limit linguistic heterogeneity in higher education, however, are increasingly at odds with the global flows and hyperdiversity of the world in which we live. Internationalization of Canadian campuses has implications for university policies and practices around English language variation. Drawing on a review of relevant literature, policy document analysis and semi-structured interviews with academic staff and international students, this paper explores the relationship between settler colonialism, race, and English language variation at a Canadian university.