Examining the Role of Self-Reflection as an Impetus for Cultivating Equitable Practices for Multilingual Learners

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Examining Preservice Teachers' Perceptions of Collaborative Practices Before Their Engagement in Classroom Experiences

Abstract

Grounded in Gay's (2010) theory of culturally responsive teaching (CRT), Paris and Alim's (2017) theory of culturally sustaining pedagogies (CSP), and Daniel's (2016) call for the integration of coursework and field experiences using reflective practices to enact CRT and CSP concepts, this presentation will report the findings of two qualitative case studies (Merriam & Tisdell, 2016) in which graduate students at a U.S. university reflect on their perceptions of working with migrant education students. Findings reveal themes related to identity, language, and equity in which participants grappled with ways to utilize students' strengths (Gay, 2010). Participants viewed themselves as co-constructors of knowledge (Vygotsky, 1978) as well as co-conspirators (Love, 2019) in supporting students with equitable instructional practices.

Authors

• Stephanie A. Wasta, James Madison University

• Katya Koubek, James Madison University