"Culturally Integrating Nuestra Juventud: Understanding Spanish-speaking Multilingual Learners through Culturally Relevant Pedagogy"

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Research on Culturally Competent Pedagogy and Culturally Competent Institutional Practices (Table 14)

Abstract

Over the last decade, public schools in the U.S. have seen an increase in multilingual learners. The academic gap between ML and their English-speaking peers persists due to various factors, including limited professional development opportunities for teachers to enhance their skills in educating ML. This study utilized a mixed-methods design to investigate teachers' understanding and perception of Culturally Relevant Pedagogy based on two of Pennsylvania's CR-SE competencies and the potential impact when teaching ML. Utilizing a ten-question survey and book club discussions, the researcher collected data from eight participants focused on phenomenological experiences and cultural sensitivity. The results showed that all participants' scores increased in at least one competency area, highlighting the continued need for PD.

Author

• Mallie C. Culpepper-Yablonsky, Easton Area School District