Developing Critical Multilingual Language Awareness of K-12 Content Teachers in Culturally and Linguistically Diverse Classrooms

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Fostering Inclusivity and Awareness: Enhancing Multilingualism and Culturally Sustaining Practices in K-12 Education (Table 10)

Abstract

This study examined changes in ideological beliefs, attitudes and practices K-12 teachers participating in a two-year professional development program. Critical multilingual language awareness (CMLA) framework informed by translanguaging theory and pedagogy (García, 2015) guided the analytic procedures. Using mixed-methods design (Creswell, 2003), multiple data sources were collected from 23 teachers: (1) responses to Critical Awareness toward Content-Language Integrated Education for Multilingual Learners survey (Kim & Park, 2024) at the initial, mid, and final points, and (2) reflective assignments about translanguaging pedagogy and language ideologies. Findings demonstrated that although initially teachers in general lacked explicit knowledge and/or training in working with multilingual learners (MLs), over time, they developed CMLA as an essential mindset and pedagogical framework to maximize MLs’ learning potential.

Authors

• Woomee Kim, George Mason University

• Manqian Zhao, George Mason University

• Sujin Kim, George Mason University