Examining Preservice Teachers’ Critical Cultural Awareness for Teaching Multilingual Learners

• In Event: Fostering Equity and Cultural Awareness: Exploring Antiracism Education, Multicultural Efficacy, and Inclusive Curriculum Development in Teacher Preparation Programs

Abstract

To provide culturally and linguistically responsive teaching for multilingual learners, teacher candidates should become aware of the ways in which linguistic and cultural differences can impact student learning. Utilizing Byram’s concept of critical cultural awareness, this longitudinal qualitative study examines how preservice teachers exhibited critical cultural awareness in their written work from three ESOL courses. The analysis of their application narratives, course assignments, discussions, and interviews revealed that preservice teachers expressed their awareness of one’s culture, awareness of others’ linguistic and cultural differences, awareness of power dynamics, and action plans. This study provides implications for supporting teacher candidates in cultivating their critical cultural awareness, which can be the foundation for educational practices to remedy and repair inequities for multilingual learners.

Authors

• Josh Hayes, University of Kansas

• Kwangok Song, University of Kansas

• Liyan Yang, University of Kansas