Exploring Early Career Teachers’ Beliefs and Practices Around Academic Language for English Learner Students

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Language, Power, and Identity in Teacher Preparation: Multilingual Awareness, Academic Language, and Intersectionality

Abstract

This qualitative study explores early career teachers’ beliefs and instructional practices related to academic language for English learner students (ELs). Drawing on interviews with seven educators within their first three years of teaching, the study identifies conceptual ambiguities, instructional strategies, and systemic challenges affecting academic language instruction. Findings reveal strong teacher commitment to linguistic equity despite inconsistent preparation and limited support. Participants view academic language as essential for ELs’ success but report uncertainty in defining or teaching it effectively. Thematic analysis yielded nine key themes, highlighting gaps between theory and practice and emphasizing the need for intentional training, collaboration, and culturally sustaining pedagogy. This research informs teacher education programs and school-based supports for equitable language instruction in linguistically diverse classrooms.

Authors

• Sunny Li, Syracuse University

• Louise C. Wilkinson, Syracuse University