Transforming Teachers’ Ideology and Practice towards Multilingual Learners: Knowing My Students is Knowing Myself

• In Event: AERA Poster Session Friday 11:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 3

Abstract

This inquiry presents data from professional development (PD) workshops based on a student-centered framework created by the researchers, Knowing My Students, Knowing Myself comprised of five interrelated components: 1) knowing my students, 2) exploring best practices for multilingual learners, 3) implementing strategies and differentiation, 4) assessing and collecting student work, and 5) reflecting on outcomes and planning next steps. The researchers designed the PD to provide teachers with a reflective space to examine their own linguistic biases, gain deeper insights into their multilingual learners’ potential, and create lessons grounded in culturally responsive pedagogy through assets-based approaches. Teachers participating in the PD showed increased agency towards multilingual learners and implementation of academically and linguistically high-leverage practices to engage students.

Authors

• Annette M. Daoud, California State University - San Marcos

• Ana M. Hernandez, California State University - San Marcos

• Elsie Solis, California State University - San Marcos

• Alma Sanchez, California State University - San Marcos