Understanding Perceptions of Literacy: Insights From Secondary Multilingual Learners

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Pathway to Success for Marginalized Students (Table 5)

Abstract

Through a sociocogntive lens, we examine multilingual learners’ (MLs) perceptions of literacy learning to gain an understanding of how they make sense of and approach literacy tasks. This research—embedded in a large-scale, design-based research (DBR) study funded by the National Professional Development Grant—analyzes responses from a student self-efficacy survey to compare literacy perceptions between elementary and secondary MLs. Through grounded theory coding, we found that all grade levels valued core instructional practices, but secondary MLs emphasized integrating their home language and receiving emotional and cognitive support. This study highlights the importance of incorporating student voices to develop educational strategies responsive to the diverse needs of MLs, ultimately promoting their academic success and personal growth.

Authors

• Nicole Ferguson-Sams, Clemson University

• Emily S. Howell, Clemson University

• Lindsey W. Rowe, Clemson University

• Victoria Pennington, Clemson University

• Mihaela Gazioglu, Clemson University