Understanding Novice Teachers’ Experiences when Implementing a Scripted Literacy Curriculum for Multilingual Learners

• In Event: Innovating the Script: Serving Multilingual Learners in Mandated Systems

Abstract

Despite the increasingly widespread adoption of curriculums for literacy instruction, little is known about how novice teachers navigate the incorporation of these materials into classroom spaces, specifically for students who are multilingual. This phenomenology study investigated novice teachers' perceptions and experiences when they were tasked with implementing a scripted curriculum to support the literacy development of students who are multilingual. The findings provide insight for curriculum developers and the professional development needed for successful implementation.

Author

• Bethany Lewis, University of Alabama