“I Don’t See Myself in the Test”: Navigating Teacher Licensure Exams as Multilingual Educators

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Navigating the Future of Teaching: Addressing Recruitment, Retention, and Emotional Well-Being in Teacher Preparation (Table 7)

Abstract

Teacher licensure exams are key entrance and exit requirements for most teacher preparation programs, impacting who enters the profession. Research shows persistent gaps in test scores and pass rates between White and African-American educators, but little is known about multilingual educators. This study invited 14 multilingual teacher candidates to share their testing experiences for the English language learner teaching endorsement. Findings revealed disparities between the teaching scenarios and best practices defined by the test and multilingual candidates’ linguistic backgrounds, lived multicultural experiences, professional preparation, and hands-on knowledge of supporting multilingual learners and families. The study discusses implications for teacher education practitioners and policymakers to design linguistically and culturally inclusive licensure exams and provide more structural support for the certification process.

Author

• Yue Bian, University of Washington - Bothell