How Secondary Teachers Adapt Instruction in Response to Classroom Linguistic Diversity

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 2

Abstract

This study examines how U.S. secondary teachers adapt instructional practices in linguistically diverse classrooms using nationally representative TALIS 2018 data. We analyzed teacher adaptations across three key dimensions: classroom management, instructional clarity, and cognitive activation. Results show that teachers in linguistically diverse classrooms demonstrated significantly higher instructional clarity compared to monolingual settings, with effects stable regardless of specialized training. Cognitive activation showed more complex patterns, with positive effects in moderately diverse classrooms disappearing without proper professional preparation. Classroom management remained stable across diversity levels. Initial teacher education in multilingual/multicultural education significantly predicted both instructional clarity and cognitive activation, while professional development showed no effects. Findings suggest linguistic diversity catalyzes improved instruction when teachers have appropriate preparation, challenging deficit-oriented perspectives.

Authors

• Eunjee Jang, University of Wisconsin - River Falls

• Kyung Sun Chung, Columbia College Chicago

• Bong Gee Jang, Syracuse University