Linguistic Diversity in a Multilingual State: Preservice Teachers' Preparedness for Working With Multilingual Learners

• In Event: AERA Roundtable Session Thursday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: Preparing for Linguistic Diversity and Integrating Content and Language in Bi-/Multilingual Classrooms (Table 13)

Abstract

Multilingual learners (MLs) make up over 23% of Texas's student population, necessitating the inclusion of English as a Second Language certification in teacher education programs. This certification aims to prepare educators to support MLs in English acquisition and academic progress. The current study assessed preservice teachers' (PSTs) readiness to work with MLs through quantitative content analysis and deductive qualitative methods. It analyzed PSTs' responses to how their teaching accounts for students' cultural, ethnic/racial, and linguistic diversity. Findings show that while some PSTs acknowledge the importance of linguistic diversity, many have only an emerging understanding of effective support strategies, indicating a need for more comprehensive training.

Authors

• Emily Holtz, University of Tennessee

• Aminah Crawford, Texas A&M University

• Virginia S. Redwine Johnson, Texas A&M University

• Micayla Gooden, Texas A&M University

• Miriam M. Sanders, University of Wyoming

• Maiya A. Turner, Texas A&M University