Mapping the Journey to Exceptional Schooling for Multilingual Learners

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 06: In-Service Teacher Professional Development Virtual Poster Session

Abstract

This longitudinal case study reports how an English primary school implemented and adapted a U.S.-designed professional learning framework to improve its 98% multilingual learners’ academic outcomes and sense of school belonging. Over four years, data from interviews and observations traced evolving educator mindsets and instructional practices. Using the Theory of Practice Architecture, analysis revealed shifts in individual and collective beliefs, practices, and relationships that enabled the development of a shared vision focused on equity and inclusion. Findings offer practical and theoretical insights into how schools can resist deficit narratives and foster high expectations for diverse learners. This study contributes to cross-national research on professional learning and provides actionable implications for transforming practice in linguistically diverse school contexts.

Authors

• Naomi Flynn, University of Reading

• Annela Teemant, Indiana University - Indianapolis