Perceptions of Self and Student Capabilities: Teacher Discourse of Literacy Curriculum Implementation

• In Event: Examining Literacy Learning Opportunities for Elementary Multilingual Students

Abstract

Teacher attitudes about student capabilities are a function of teacher bias, both cultural and experiential (Garcia-Nevarez, Stafford & Arias, 2005; Lee & Oxelson 2006). These attitudes towards multilingual learners (ML) and students classified as English learners vary and are impacted by a variety of factors, including teacher training and personal experiences with other languages (Lee & Oxelson 2006). Some studies of elementary school teachers find that teacher attitudes towards multilingual learners are influenced by certification and years as a teacher, where perception of student ability typically decreases as experience increases (Garcia-Nevarez, Stafford & Arias, 2005). Successful English language instruction is often linked to teacher feelings of efficacy, and an ability to communicate with students (Gandara, Maxwell-Jolly & Driscoll, 2005). Teacher perception of student capability thus impacts student experience in the English language learning classroom.
This project contributes to the field by assessing teacher perception of student capability in the elementary school classroom in the San Francisco/Bay Area. Most studies focused on elementary aged students often focus primarily on behavior management, without exploring teacher perception of multilingual learners (Harklau 2000). This study uses data collected through the CLAVES (Cultivating Linguistic Awareness for Voice and Equity in Schools) project, which ran in 40 schools from 2020-2024.
We use mixed methods, juxtaposing thematic discourse analysis with quantitative survey data (Zajda, 2020). We collected teacher focus group data, sitting with teachers who participated in CLAVES and asking questions about student experience, student challenges and student outcomes. We use inductive coding to assess teacher perception of student capability, teacher perception of student interest in material, and teacher perception of student learning and outcomes (Chandra et al., 2019). We collect survey data on teacher experience, demographics and certification and use this information to make sense of teacher responses to focus group questions.
Preliminary findings suggest that career duration impacts teacher perception of ML student capabilities. Mid-career teachers in lower resourced schools, especially those with high numbers of newcomers or other high-need populations, were slightly more likely to report deficit-based feedback. Specifically, some of these teachers reported that students just “couldn't connect” with the curriculum and that focus should be on student behavior rather than language learning. Early career teachers reported high levels of belief in student capability and progress.
Preliminary findings further suggest that CLAVES curriculum impacts teacher perception of self-capability. Teachers who returned to the CLAVES curriculum for a second year were more likely to report student strengths, including eagerness to learn and success with the curriculum as well as report feeling confident about working with MLs. Teachers of all career levels who were new to CLAVES reported lower levels of confidence in working with MLs, but were also more likely to report that teacher training and curriculum guides helped increase self-confidence.
Teacher attitudes about student capabilities are influenced by a variety of factors. We hope to contribute insight into best practices to help encourage increases in teacher confidence with regard to teaching and encouraging learning from MLs in the elementary classroom.

Authors

• Rachel Salia, Stanford University

• Steve Juárez, Stanford University