Language as a Lens: Centering Multilingual Students and Writing in Collaborative, Inquiry-based Teacher Professional Learning

• In Event: Rewriting the Narrative: Justice-Centered Professional Learning to Transform Literacy, Language, & Pedagogy

Abstract

This study examines a multi-year, educator-led professional learning initiative designed to improve writing instruction and integrated English language development for multilingual learners in grades 6–12. Anchored in the Model–Practice–Reflect (M–P–R) cycle, the project supported teacher inquiry into student writing and language use across disciplines. Using mixed methods, the implementation study explores shifts in teacher beliefs and instructional practices. Findings demonstrate the potential of sustained collaborative inquiry in developing culturally responsive, language-rich pedagogy. This work contributes a replicable model for professional development that bridges writing instruction, language development, and learner-centered instruction in diverse secondary settings.

Authors

• Alex M. Gurn, Rockman et al Cooperative

• Adam R. Moylan, Rockman et al