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

Authors

Mihaela GaziogluFollow
Emily Howell, Clemson UniversityFollow
Lindsey W. Rowe, Clemson University
Victoria Pennington, Clemson University
Nicole Ferguson-Sams, Clemson University
Kavita Mittapalli
Amian Banerjee

Document Type

Article

Publication Date

12-2024

Publication Title

Multicultural Education Review

Publisher

Taylor & Francis

DOI

https://doi.org/10.1080/2005615X.2024.2436327

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.

Comments

The published version can be found here: https://www.tandfonline.com/doi/full/10.1080/2005615X.2024.2436327

Recommended Citation

Gazioglu, M., Howell, E., Rowe, L. W., Pennington, V., Ferguson-Sams, N., Mittapalli, K., & Banerjee, A. (2024). Multicultural perspectives on building instructional capacity for multilingual learners: synergy of teachers, community members, and academics. Multicultural Education Review, 16(4), 305–323. https://doi.org/10.1080/2005615X.2024.2436327