Search results for: Multilingualism
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Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, the authors examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
Updated: Dec. 22, 2021
Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
This article reports on a mixed-methods study investigating teacher educators’ views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or English as an Additional Language (EAL) teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education.
Updated: Jul. 27, 2021
In this study, the first author deploys autoethnographic self-study to intentionally and systematically examine her practice. Specifically, she was interested in investigating how her background as a Black immigrant educator as well as a multilingual communicator affected her practice with predominantly White monolingual prospective teachers. Findings revealed that the author's practice reflected three elements of multicultural awareness as displayed by her attention to individual predispositions, cultural practices and personal stereotypes. From this study, prospective teachers are better able to understand the ways in which language, culture, and diversity intersect in the backgrounds of foreign-trained literacy instructors.
Updated: May. 22, 2017
Multilingual Primary Classrooms: An Investigation of First Year Teachers’ Learning and Responsive Teaching
This research explores the perspectives of newly qualified primary teachers (NQTs) who worked in multilingual classrooms in their first year of teaching. The findings indicated that that NQTs were engaged in reflection on pupils’ needs and interests and then try to tailor provision to engage pupils in formative challenging activities. Twenty one NQTs believed that they had begun to develop responsive forms of teaching, aided by support from and collaboration with other colleagues, including teaching assistants, many bilingual.
Updated: Nov. 17, 2014
The author has been inspired by Gloria Ladson-Billings' article which described what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. However, this article offers the term and stance of culturally sustaining pedagogy as an alternative. The author believes that this alternative embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling.
Updated: Sep. 15, 2013
Language of Learning and Teaching in Schools: An Issue for Research in Mathematics Teacher Education?
In this article, the author presents an analysis of the literature on multilingual teacher education in Africa. Specifically, the author looks at what it is that governments in interested countries are doing in teacher education programs in response to the introduction of local languages in schools.
Updated: Oct. 16, 2012