Moving Beyond the Classroom: Pre- and In-Service Teachers' Self-Efficacy for Working With Culturally and Linguistically Diverse Students

• In Event: Promoting Teachers' Capacity to Address Linguistic Diversity

Abstract

As the number of culturally and linguistically diverse (CLD) students in our schools increases, teachers need to leverage their knowledge of educational theory and their professional capacity to be responsive and inclusive in their teaching. However, many teachers feel unprepared to work effectively with CLD students. In our study, we present construct validity evidence for a self-efficacy scale that measures teachers’ confidence in enacting culturally and linguistically responsive pedagogy (CLRP). We then explore the relative contributions of teachers’ self-efficacy to actual or intended use of CLRP practices. The results suggest that CLRP self-efficacy positively predicted teachers’ advocacy for and engagement with families and community, and teachers’ teaching and assessment of CLD students.

Authors

• Kira Joy Carbonneau, Washington State University - Pullman

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Lindsay K Lightner, Washington State University

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Sarah Newcomer, Washington State University - Tri-Cities

• Judith A. Morrison, Washington State University

• Steven Morrison, Washington State University