Acceso usuarios
China
While previous research has emphasised the crucial role of multilingualism in supporting language minority students’ schooling experiences, little is known about the perspectives of teachers from minoritised backgrounds regarding their encounters with and responses to linguistic diversity in education. This article employs in-depth interviews to investigate ethnic minority teachers’ perceptions regarding minority language use in their multicultural and multilingual educational settings in southwest China. Thematic analysis was applied to identify the main themes across the narratives from 12 ethnic minority teacher participants. The findings show that teachers believed ethnic minority language use contributes to teaching ethnic minority students and interacting with ethnic minority parents. However, teachers held a deficit thinking of minority languages when it came to improving students’ Chinese proficiency and school success. Moreover, teachers believed their ethnic minority status does not necessarily play a role in teaching. Instead, sharing the same languages with ethnic minority students could benefit teaching, which is different from the prior studies concluding that sharing the same ethnic background as the students contributes to the reduction of ethnic disparities in education.
