An Exploratory Study of Self-Efficacy and Agency Among Instructors of Adult Bi/Multilingual Learners

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Preparing Professionals for Multilingual Classroom Realities: Promising Practices for the Present

Abstract

The pre-service training that instructors of adult emergent bi/multilingual learners (EBLs) receive can lack consistency and uniformity and generally does not provide in-depth training regarding the complex realities that can obstruct students’ learning, such as significant interruptions in formal education (SIFE), domestic violence, autism, learning disabilities, and mental health issues. Consequently, do instructors of adult EBLs feel prepared and efficacious when addressing their students’ learning and non-academic needs? This exploratory qualitative study investigated this question by interviewing three instructors of adult EBLs regarding their feelings of self-efficacy and agency when addressing the learning and psycho-social-emotional needs of their students. From the data analysis, preliminary suggestions for adjusting preservice training and ongoing PD programs and areas of further research were identified.

Author

• David Housel, Hunter College