The rapidly changing Canadian mosaic compels the educational system to devise new and unique means to address the needs of a heterogeneous student and teacher populace emerging from varied cultural, linguistic, social and pedagogical contexts. Considerable work recommends the creation of an inclusive environment for immigrant students; sparse discourse considers the needs of immigrant teachers in a mainstream K-12 setting. The majority of discussions and discourses on immigrant teacher acculturation study the needs and challenges this diverse group of teachers has to contend with inside the environs of a Canadian classroom. This study extends these initial discourses to include the macrocosmic challenges faced by immigrant teachers by analyzing the lived experiences of immigrant teachers who have successfully established their place in the Manitoba educational system. Using a critical lens, the study endeavors to analyze the role of social capital in the integration experiences of immigrant educators in Manitoba.

The rapidly changing Canadian mosaic compels the educational system to devise new and unique means to address the needs of a heterogeneous student and teacher populace emerging from varied cultural, linguistic, social and pedagogical contexts. Considerable work recommends the creation of an inclusive environment for immigrant students; sparse discourse considers the needs of immigrant teachers in a mainstream K-12 setting. The majority of discussions and discourses on immigrant teacher acculturation study the needs and challenges this diverse group of teachers has to contend with inside the environs of a Canadian classroom. This study extends these initial discourses to include the macrocosmic challenges faced by immigrant teachers by analyzing the lived experiences of immigrant teachers who have successfully established their place in the Manitoba educational system. Using a critical lens, the study endeavors to analyze the role of social capital in the integration experiences of immigrant educators in Manitoba.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como objetivo investigar o papel da língua portuguesa na construção da identidade do professor imigrante de língua estrangeira. Trata-se de uma pesquisa sob a perspectiva da linguística aplicada que por ser uma área transdisciplinar, permitiu me que dialogasse com outras grandes áreas de conhecimento. Os registros coletados foram oriundos do grupo focal, da entrevista semiestruturada e do diário de pesquisa com cinco professores imigrantes de países distintos que moram em Boa Vista, Roraima. Esses registros coletados foram autorizados através do termo de consentimento livre esclarecido (TCLE) e do termo de uso de imagem e voz. De posse desses registros, eles foram triangulados e sistematizados para que eu pudesse responder a pergunta de pesquisa, Como a Língua Portuguesa interfere na construção de identidade do professor imigrante de Língua Estrangeira? / This study aims to investigate the role of the Portuguese Language in the construction of the identity of immigrant teachers of foreign language. This is a survey from the perspective of Applied Linguistics as it is an transdisciplinary area it was allowed myself to dialogue with other major areas of knowledge. The records were collected through the development such as focal group, semistructured interviews and field diary with five immigrant teachers from different countries who live in Boa Vista, Roraima. These records were collected and authorized by immigrant teachers. After this, these records were triangulated and systematized so that I could answer the research question: "how Portuguese Language interfere in the construction of identity of immigrant foreign language teacher?

Studiens övergripande syfte är att öka kunskapen om lärare med utländsk bakgrund och deras möte med den svenska skolan genom deras berättelser. Studien har sin grund i ett socialkonstruktionistiskt perspektiv med förståelsen att mening skapas i interaktion med andra. Berättandet ses här som en handling och en dominerande uttrycksform för identitetsskapande. I avhandlingen lyfts sju lärare fram genom deras yrkeslivsberättelser om den svenska mångkulturella skolan. Studien är en longitudinell undersökning och empirin består av fjorton livsberättelseintervjuer som gjorts i två omgångar med ett till fyra års mellanrum. Med hjälp av livsberättelseansatsen som teoretisk och metodologisk utgångspunkt analyseras följande frågeställningar: Vilka yrkesethos framträder i lärarnas berättelser om möten och relationer i den svenska skolan? Vilka positioner intar och tillskrivs lärarna i sina berättelser? Hur gestaltas legitimitet i lärarnas berättelser? Resultatet diskuteras i relation till teorier och diskurser om skola, lärarprofession, mångkulturella/interkulturella intentioner samt sociala strukturer. Studien visar att lärarna gör identitetsframträdanden i sina berättelser gällande legitimitet. Detta sker genom konstruktion, dekonstruktion och rekonstruktion av yrkesethos. I avhandlingen framkommer indikationer på att det i skolan förutsätts att det är de utländska lärarna som ska anpassa sig efter rådande normer och att toleransen för alternativa förhållningssätt är begränsade. Lärarna positionerar sig i berättelserna genom att både acceptera och göra motstånd mot kraven på konformitet. / The aim of the dissertation is to contribute to an understanding of how immigrantteachers define and construct their identities in a new school context. The study isbased on a social constructional theory with the understanding that purpose iscreated through interaction with others. I see narratives as action and adominating form of expression for identity. In this thesis, seven immigrantteachers and their life stories about professional practices in the Swedishmulticultural education system are focused. The life story approach of studyingteachers´ practices has inspired analysis of the following issues: What kind ofprofessional identities do the teachers perform in their narratives about encountersand relationships in school? How do they position themselves in the stories andhow do others position them? How is legitimacy constructed in their stories?Conclusions from their professional life experiences are situated in Swedishschool contexts and are discussed together with theories and discourses aboutteaching as a profession, multicultural intentions, schools and social structures.The study shows diverse identity performances concerning legitimacy where theteachers perform different constructions, deconstructions, and reconstructions oftheir professional ethos. In the life stories, various positions of acceptance andresistance appear as answers to the demands of conformity.

Depuis la fin des années 1990, la recherche s’intéresse de plus en plus à l’insertion professionnelle des enseignants immigrants. On soutient généralement que ceux-ci présentent une richesse pour les sociétés d’accueil (Bascia, 1996 ; Bauer et Akkari, 2016 ; Beynon, Ilieva et Dichupa, 2004 ; Broyon, 2016 ; Deters, 2006 ; Kailasanathan, 2013 ; Myles, Cheng et Wang, 2006 ; Niyubahwe, Mukamurera et Jutras, 2019 ; Phillion, 2003 ; Quiocho et Rios, 2000). Pourtant, les défis auxquels ils font face peuvent devenir sources de tensions et compromettre la réalisation du projet migratoire (Niyubahwe, 2014). Ceci peut provoquer une remise en question sur le plan identitaire et ébranler des conceptions fortement ancrées en ce qui a trait à l’image de soi comme enseignant, ainsi qu’au rapport avec les élèves, les enseignants et la profession (Duchesne, 2017 ; Laghzaoui, 2011 ; Niyubahwe, 2014). Cette recherche vise à comprendre comment ces enseignants négocient le passage d’une identité professionnelle construite dans leur pays d’origine vers une nouvelle identité d’enseignants au Québec. L’analyse, soutenue par les concepts d’insertion professionnelle en enseignement (Mukamurera, Martineau, Bouthiette et Ndoreraho, 2013), de stratégies d’acculturation (Berry, 2005) et d’identité professionnelle (Dubar, 2015), s’intéresse au processus dynamique et interactif de construction identitaire d’enseignants immigrants. Elle permet d’identifier des défis d’acculturation spécifiques à leur insertion professionnelle, de décrire les stratégies mobilisées et d’expliquer le processus de négociation identitaire permettant de se redéfinir comme enseignants en contexte québécois. La collecte de données de cette recherche qualitative interprétative a été réalisée à l’aide d’un questionnaire en ligne ainsi que des entretiens individuels et collectif, semi-dirigés. Les résultats montrent que les défis recensés par les participants concernent majoritairement l’accès à l’emploi. De plus, une perception de discrimination relative au statut ou à l’origine ethnoculturelle est souvent évoquée. Des tensions identitaires se reflètent par une incohérence entre l’image de soi comme professionnel, avant et après l’immigration. Celles-ci entrainent la mobilisation de stratégies d’acculturation visant à négocier ces tensions pour se redéfinir professionnellement. L’analyse permet de constater une forte représentation des stratégies d’assimilation (Berry, 2005) associée au désir de se conformer aux attentes du milieu. De plus, certaines stratégies d’intégration (Berry, 2005) sont identifiées, illustrant l’établissement d’échanges interculturels favorisant une contribution à la société d’accueil. L’interprétation des résultats permet de dégager deux contributions principales de la recherche : l’illustration de postures de négociation identitaires mettant en évidence le rôle des interactions dans le développement de l’identité professionnelle d’enseignants immigrants, et l'adaptation d’un modèle d’analyse des défis d’insertion professionnelle qui tient compte de la phase postmigratoire du parcours. De plus, la thèse contribue aux connaissances en matière d’intégration culturelle en proposant au milieu scolaire, aux ministères concernés et aux universités, des pistes de réflexion au sujet des besoins des enseignants immigrants en insertion professionnelle. Ces pistes pourront aussi alimenter la réflexion des instances concernées au sujet des mesures à mettre en place pour favoriser la rétention du personnel scolaire, la qualité de l’enseignement ainsi que la persévérance scolaire des élèves. / Since the late 1990s, research has increasingly focused on the professional integration of immigrant teachers. It is generally argued that these professionals represent a positive contribution to host societies (Bascia, 1996 ; Bauer & Akkari, 2016 ; Beynon, Ilieva & Dichupa, 2004 ; Broyon, 2016 ; Deters, 2006 ; Kailasanathan, 2013 ; Myles, Cheng & Wang, 2006 ; Niyubahwe, Mukamurera & Jutras, 2019 ; Phillion, 2003 ; Quiocho & Rios, 2000). However, the challenges they face become sources of tension, compromising the migration project (Niyubahwe, 2014). This can provoke a questioning about their identity and undermine their conceptions regarding their self-representation as teachers, as well as the relationship with students, teachers and the profession (Duchesne, 2017 ; Laghzaoui, 2011 ; Niyubahwe, 2014). This research aims to understand how these teachers negotiate the transition from a professional identity developed in their country of origin, to a new teacher identity in Quebec. The analysis, supported by the concepts of professional integration in teaching (Mukamurera, Martineau, Bouthiette & Ndoreraho, 2013), acculturation strategies (Berry, 2005) and professional identity (Dubar, 2015), focuses on the dynamic and interactive process of immigrant teachers identity development. The analysis allows us to identify the challenges of acculturation specific to their professional integration, to describe the strategies they mobilized and to explain the identity negotiation process that allows them to redefine themselves as teachers in Quebec. For this interpretative qualitative research the data was collected using an online questionnaire as well as semi-structured individual and group interviews. The results show that the challenges identified by the participants mainly concern employment access. In addition, a perception of discrimination regarding ethnocultural status or origin is often mentioned. Identity tensions are also reflected in an inconsistency between the image of themselves as professionals, before and after immigration. These lead to the mobilization of acculturation strategies to negotiate these tensions in order to redefine their professional identity. The analysis shows a strong representation of assimilation strategies (Berry, 2005) associated with the desire to conform to the environment's expectations. In addition, certain integration strategies (Berry, 2005) are identified, illustrating the establishment of intercultural exchanges contributing to the host society. Scientifically, the research shows two main contributions: the illustration of identity negotiation postures highlighting the role of interactions in the development of immigrant teachers' professional identity, and the adaptation of a model for analyzing the challenges of professional integration that takes into account the migratory path. In addition, this thesis contributes to knowledge of cultural integration by offering school establishments, concerned ministries and universities, avenues regarding the needs of immigrant teachers. These could also stimulate the reflection of the authorities concerned about the measures to put in place to promote the retention of school personnel, the quality of teaching, as well as students' academic perseverance.