A Continuum of Linguistically Responsive Pedagogies for Multilingual Learners

• In Event: AERA Roundtable Session Sunday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Empowering Bi-/Multilingual Learners: Cognitive, Pedagogical, and Social Dimensions in Diverse Educational Contexts (Table 1)

Abstract

Teaching multilingual learners (MLs) equitably and effectively requires more than basic language support; it demands engaging with their linguistic identities and realities in meaningful ways. This study explores how teachers enact pedagogies that are responsive to the complex realities of MLs. By examining the practices of 42 in-service teachers through classroom observations and interviews, this study identifies a continuum of linguistically responsive pedagogies, from weaker to stronger forms of translanguaging. Findings highlight the importance of creating inclusive environments that validate non-standard language practices, engaging students in critical metalinguistic awareness, and empowering students as co-learners. The study suggests that professional development is essential for teachers to implement stronger forms of translanguaging that leverages students' linguistic realities and supports their agency.

Author

• Kevin Donley, Georgetown University