Multilingual Voices: Examining Student Perceptions of Literacy Learning

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Rethinking Innovative Pedagogies for Mulilingual Learners (Table 28)

Abstract

Understanding the perceptions of multilingual learners (MLs) regarding literacy learning is essential for fostering inclusive, equitable, and effective instructional practices. By centering the voices of MLs, our research aims to address the disparities in education practices and remove barriers that hinder academic success. In the present study, we focus on student survey responses to address the following research question: What are MLs' perceptions of literacy learning? We interpreted the survey responses using grounded theory coding and identified emerging themes and patterns in the data. Our research findings hold practical implications for educators and policymakers, encouraging the promotion of literacy practices that embrace diversity, empower learners, and cultivate inclusive educational environments.

Authors

• Nicole Ferguson-Sams, Clemson University

• Emily S. Howell, Clemson University

• Rebecca A. Kaminski, Clemson University

• Victoria Pennington, Clemson University

• Mihaela Gazioglu, Clemson University