ESL Certification for Teachers: An Important Step Toward Disrupting Inequality for Multilingual Learners

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

Abstract

The United States has been home to multilingual learners for many decades. Despite the passage of time, multilingual learners still face various obstacles and do not receive the support they need, which leads to inequities in their educational opportunities. In this study, I investigated the situation in Rhode Island where many teachers do not have ESL certification. Through qualitative research, I examined the experiences of three teachers and collected data using observations of the classroom sessions, video recordings, reflective writing, and interviews. The findings highlight the teachers’ perspective about how they can best support multilingual learners and ensure equitable learning opportunities. This study has important implications for improving language proficiency and academic growth for multilingual learners.

Author

• Alia Hadid, Rhode Island College