Document Type
Article
Publication Date
12-16-2024
Publisher
MULTICULTURAL EDUCATION REVIEW
DOI
doi: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.
Recommended Citation
Gazioglu, Mihaela, Emily Howell, Lindsey W. Rowe, Victoria Pennington, Nicole Ferguson-Sams, Kavita Mittapalli, and Amlan Banerjee. 2024. “Multicultural Perspectives on Building Instructional Capacity for Multilingual Learners: Synergy of Teachers, Community Members, and Academics.” Multicultural Education Review 16 (4): 305–23. doi:10.1080/2005615X.2024.2436327.