| Title: |
Multicultural Perspectives on Building Instructional Capacity for Multilingual Learners: Synergy of Teachers, Community Members, and Academics |
| Language: |
English |
| Authors: |
Mihaela Gazioglu (ORCID 0000-0003-2984-5691); Emily Howell (ORCID 0000-0001-5062-6480); Lindsey W. Rowe (ORCID 0000-0001-8874-7560); Victoria Pennington (ORCID 0000-0002-3278-1476); Nicole Ferguson-Sams (ORCID 0009-0005-2402-7528); Kavita Mittapalli (ORCID 0009-0009-0344-0953); Amlan Banerjee |
| Source: |
Multicultural Education Review. 2024 16(4):305-323. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Office of English Language Acquisition (OELA) (ED) |
| Contract Number: |
T365Z210089 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education; Elementary Education; Secondary Education |
| Descriptors: |
Elementary Secondary Education; Elementary School Teachers; Secondary School Teachers; Bilingual Students; Faculty Development; Literacy Education; Curriculum Design; Teacher Attitudes; Community Attitudes; Feedback (Response); Second Language Instruction; English (Second Language) |
| DOI: |
10.1080/2005615X.2024.2436327 |
| ISSN: |
2005-615X; 2377-0031 |
| Abstract: |
This design-based research study explored the feedback process, resulting actions, and changing instructional perspectives involving teachers, community members, and researchers leading to enhanced professional development offered to K-12 teachers of multilingual students. Specifically, the feedback from a community advisory council and teachers significantly shaped researchers' approaches to designing and adapting a literacy course to address the needs of multilingual students' caregivers. The findings underscore the importance of a holistic approach to professional development and highlight the multicultural perspectives that academics can discover by involving both community stakeholders and teachers in promoting impactful practices for multilingual learners. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1455913 |
| Database: |
ERIC |