Bridging Divides Through Professional Development: Educator Experiences Implementing Project GLAD for Multilingual Learners

• In Event: Roundtable Session III
  In Roundtable Session: Cultivating Productive Action to Address the Needs of Multilingual Learners

Abstract

This qualitative study explored educators' experiences implementing Project GLAD (Guided Language Acquisition Design), focusing on their perceptions of value, impact, and challenges during the early stages of implementation. Initial findings illuminate barriers and facilitators influencing educators' adoption and sustained use of innovative language acquisition strategies. These findings suggest continued professional development, administrative support, and educator collaboration as critical components for improving instructional practices, particularly as relevant to schools supporting multilingual learners.

Authors

• Soomin Chao, California State University Fullerton

• Laura Keisler, CSUF