Empowering Future Teachers: Multilingual and Cultural Competencies in Louisiana’s Teacher Education Through the Family Learning Project

• In Event: Talking Truth: Teachers of Color, Ethnic Studies, and Multilingual Learners in U.S. and Transnational Education Contexts

Abstract

In Louisiana's diverse educational landscape, enriched by Cajun and Creole cultures, we integrated the "Family Learning Observation & Analysis (FLOA)" project into our literacy methods and practicum courses. This initiative bridges traditional monolingual teacher preparation with the multilingual realities of today's classrooms. By immersing preservice teachers (PTs) in diverse linguistic and cultural contexts through local community and museum partnerships, the FLOA project enhances PTs' understanding of culturally relevant pedagogies. Findings show that PTs in the FLOA project gained a greater awareness of family learning's role in children's literacy and adopted more inclusive teaching practices. This project highlights the importance of involving PTs in research to understand the theory-practice relationship, recognizing families as key knowledge resources for children's success.

Authors

• Min-Seok Choi, University of Louisiana at Lafayette

• Jungmin Lee, University of Louisiana at Lafayette