Learning to live in linguistic diversity : action inquiry in a secondary school

This inquiry focused on what it means to live and learn in linguistic diversity. Using action research, I involved senior secondary students in the Social Psychology 11 classes that I taught from 1994 - 1997 in an investigation of their lived experiences and my pedagogical practices in linguistic diversity. A description of the first two cycles of this action research project are given to develop an understanding of the context which gave rise to the events and outcomes of the third cycle which is the major focus of this inquiry. The voices in tension surrounding the use of different languages by students at Central High initiated this inquiry. In reaction to this tension, I used a global perspective to remodel a traditional unit on team building, and relationships to include the question of diversity. From this remodeling, I developed specific teaching activities to address the tension caused by linguistic diversity. The three research questions that guided this research project are related to learning to live in linguistic diversity. They focused on the students' way of being in linguistic diversity, my pedagogical practice in linguistic diversity and what ways might a linguistically diverse classroom be affirming to all. Narratives and critical reflections were used to increase the understanding of the complex dynamics that are at play in linguistic diversity and to seek out ways to improve my pedagogical practices in this situation. Collaborating with students, colleagues, "critical friends" and academics enabled me to reach a better understanding of the students' lived experiences in linguistic diversity, to challenge the status quo, and to explore ways to create a more socially just classroom. Throughout this inquiry, the need to educate students to live in linguistic or other diversities bellows out loud.Education, Faculty ofGraduat