Shifting Teachers’ Beliefs and Practices to Support Multilingual Learners with Disabilities

• In Event: Language, Power, Belonging: Decolonizing Support in Schools

Abstract

To better support the education of multilingual learners with disabilities, TESOL teacher education programs should enhance teachers’ self-efficacy beliefs and educational practices regarding not only language, but also academic instruction that meets the needs of this population of students. This mixed-methods study examined 46 in-service teachers’ self-efficacy beliefs and practices related to the education of multilingual learners with disabilities after participating in a TESOL graduate program. Findings of this research showed significant increases in teachers’ self-efficacy across multiple teaching competencies. Greatest gains emerged in domains primarily focusing on learner needs. Our findings highlight the need for more comprehensive approaches to preparing teachers serving MLDs.

Authors

• Suheyla Sarisahin, University of Nevada - Las Vegas

• Gloria A. Carcoba Falomir, University of Nevada - Las Vegas

• Alain Bengochea, University of Nevada - Las Vegas

• Tracy Spies, University of Nevada - Las Vegas