Bridging Worlds: Leveraging Teacher Beliefs to Promote Equitable Outcomes for Multilingual Learners

• In Event: Preparing Teachers to Support Multilingual Learners

Abstract

In this study, we explored interview data from the initial collaborative planning for a research-practice partnership with a Title 1 high school. We approached this work through the theoretical lenses of culturally and linguistically responsive practices (CLRP), teacher beliefs, and intellectual authority. Taking an asset-based approach implies that we value teachers’ perspectives and practices and seek to understand them. We believe that an understanding of teachers’ beliefs and practices is essential to supporting their continued development, i.e., enactment and enhancement of CLRP. Our findings have the potential to inform how teacher educators support teachers’ enactment of CLRP and aim to increase teachers’ sense of preparedness to support MLs in overcoming historic barriers to academic success.

Authors

• Dawn Bagwell, College of Charleston

• Michael W. Hamilton, College of Charleston