Bridging Language Gaps: A Qualitative Insight Into Team Dynamics and Success Among Multinational Autism Educators
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| Publicado en: | ProQuest Dissertations and Theses (2025) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | This qualitative study examined how language diversity influences communication, collaboration, and professional development in a multinational autism education center in Abu Dhabi. Using a multi-site ethnographic approach, the research explored educators’ lived experiences through nine semi-structured interviews. Participants represented a range of cultural and linguistic backgrounds, with tenures spanning 10 months to 11 years. The findings revealed that language shaped professional identity, team dynamics, and leadership culture in significant ways. English proficiency often functioned as a gatekeeper for credibility, advancement, and participation, while translation and code-switching emerged as indispensable strategies for daily practice. Participants described both the challenges and opportunities of language diversity: it created risks of exclusion, but also fostered empathy, resilience, and innovation. Supervisors’ choices regarding enforcement of English-only policies and use of multilingual strategies strongly influenced inclusivity and trust within teams. The study concludes that language diversity is not peripheral but central to organizational culture in multinational education. Equitable policies, recognition of translation as professional labor, and culturally responsive professional development are recommended to foster inclusive workplaces. These insights contribute to understanding how language management strategies can strengthen collaboration, trust, and student outcomes in linguistically diverse educational settings. |
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| ISBN: | 9798293880119 |
| Fuente: | ProQuest Dissertations & Theses Global |