Partnering to Prepare Teachers for an Increasingly Multilingual District: Examining a Language-Focused Clinical Experience

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Abstract

This paper examines a collaborative effort between a university, school district, and community organizations to prepare teachers in a district that saw a 500% increase in their multilingual student population over seven years. This team of collaborators created a Language-Focused Clinical experience that was designed to enhance teacher candidates' preparation for diverse classrooms and communities. Using qualitative document analysis, researchers (representing university, school, and community sectors) found that candidates demonstrated significant growth in their relational and pedagogical knowledge and practices, particularly in implementing linguistically inclusive strategies. Contextual factors, such as candidate roles, access to language experts, and student grouping arrangements, were crucial in shaping learning opportunities. This inquiry underscores the importance of democratic partnerships in teacher education innovation and research.

Authors

• Kate Brayko, University of Montana - Missoula

• Dana Fitz Gale, University of Montana - Missoula

• Shirley Lindburg, Missoula County Public Schools

• Cassandra Sheets, Writing Coaches of Montana