All Teachers are Language Teachers: An Interpretative Phenomenological Analysis of Educators' Transformative Journey in Supporting Multilingual Learners

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Preparing and Supporting Bilingual Teachers

Abstract

This study explores the impact of a year-long, cohort-based professional development initiative designed to support rural elementary teachers in linguistically responsive instruction for multilingual learners. Using Interpretative Phenomenological Analysis, we examined how three fourth-grade teachers made sense of their evolving practices, language ideologies, and professional identities. Findings revealed transformations in teachers’ planning and perceptions, a shift away from monolingual assumptions, and increased advocacy at the classroom and school levels. Through sustained, context-specific support, teachers moved from uncertainty to leadership, demonstrating how professional development can foster equity-focused mindsets and instructional change. This study highlights the importance of integrating ideology, pedagogy, and practice in teacher learning to promote systemic shifts in support of multilingual students.

Authors

• Emily Holtz, University of Tennessee

• Taylor Weber, University of Tennessee

• Stephanie Michelle Moody, Towson University