Examining Novice Teachers’ Humanizing Pedagogy With Multilingual Students: Exploring the Potential of Core Practices

• In Event: Preparing Teachers for Multilingual Learners: Equity-Oriented Practices Across Educational Settings

Abstract

The field of teacher education in general, and language teacher education more specifically, has made valuable strides in demonstrating the importance of culturally and linguistically responsive practices, and has offered frameworks for developing educators’ equity-oriented mindsets. However, the scholarship on teacher education for multilingual populations currently lacks attention to how the practices we prepare teachers to use support humanizing classroom experiences and equity-oriented outcomes for multilingual students (MLLs). We build upon our prior work to develop humanizing core practices for teaching MLLs, examining how they offer support for novice teachers (NTs) to develop as humanizing practitioners, as well as important gaps that need further attention if NTs are to enter classrooms more fully prepared to engage in equitable practice.

Authors

• Megan Madigan Peercy, University of Maryland

• Jessica B Crawford, University of Maryland

• Loren Jones, University of Maryland

• Melanie F. Hardy-Skeberdis, University of Maryland

• Daisy Fredricks, Grand Valley State University

• Johanna M. Tigert, University of Turku