Does Language Matter? Secondary Teachers' Interpretations of Culturally and Linguistically Responsive Instruction

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-7 - Teacher Identity and Beliefs in the Education of Emergent Bilinguals

Abstract

This study focuses on the emerging cultural and linguistic ideologies and dispositions of a cohort of 32 secondary content teachers. Using a qualitative approach, the study examines how teachers define the role of language and culture in content classrooms and elucidate the needs of culturally and linguistically diverse students to succeed academically. Findings illustrate that content teachers are often unaware of their role as language teachers. In addition, the study shows teachers need meaningful professional learning opportunities that challenge pervasive assimilationist, English-only curricula, policy, and practices by modeling an asset-based teaching approach. This study also has significant implications for pre-service and in-service teacher preparation programs aiming to cultivate a secondary teaching force better equipped to support their CLD students.

Authors

• David Nieto, University of Colorado - Boulder

• Astrid Nicholl Sambolin Morales, University of Colorado - Boulder

• Molly Hamm-Rodríguez, University of Colorado - Boulder