Multicultural perspectives on building instructional capacity for multilingual learners: synergy of teachers, community members, and academics

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...

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Bibliographic Details
Published in:Multicultural education review (Online) 2024-10, Vol.16 (4), p.305-323
Main Authors: Gazioglu, Mihaela, Howell, Emily, Rowe, Lindsey W., Pennington, Victoria, Ferguson-Sams, Nicole, Mittapalli, Kavita, Banerjee, Amlan
Format: Article
Language:English
Subjects:
design-based research
multilingual learners
Professional development
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Summary: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.
ISSN:2005-615X
2377-0031
DOI:10.1080/2005615X.2024.2436327