Teachers' Takes on Supporting Multilingual Learners in K-12 Classrooms in Ontario

Autor/inn/en	Kerekes, Julie; Rajendram, Shakina; Owoo, Mama Adjetey-Nii; Zhang, Yiran
Titel	Teachers' Takes on Supporting Multilingual Learners in K-12 Classrooms in Ontario
Quelle	In: TESL Canada Journal, 38 (2022) 1, S.1-27 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Foreign Countries; Teacher Attitudes; Student Diversity; Multilingualism; Language of Instruction; Student Needs; Barriers; Teacher Education Programs; Educational Policy; Teacher Competencies; Teaching Methods; Elementary Secondary Education; Second Language Learning; English Language Learners; Cultural Awareness; Social Influences; Student Characteristics; Parent Participation; Community Involvement; Faculty Development; English (Second Language); Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Cultural identity; Kulturelle Identität; Sozialer Einfluss; Elternmitwirkung; English as second language; English; Second Language; Englisch als Zweitsprache; Kanada
Abstract	Supporting Ontario's diverse multilingual learners (MLs) requires more than "just good teaching" (de Jong & Harper, 2005, p. 102). MLs' success is tied to specific teacher knowledge, attitudes, and pedagogical moves based on linguistically responsive teaching (Lucas & Villegas, 2013). This study investigated the perspectives of teachers, curriculum leaders, and consultants regarding how MLs can best be supported, their challenges and successes in working with MLs, and what needs to change in teacher education to achieve the goal of supporting MLs across their curricula. Semi-structured interviews were conducted with 11 teachers currently working with MLs in Ontario, organized around their personal and professional backgrounds and experiences, issues faced in supporting MLs, perspectives on how Ontario's policies impact their work, and opinions about how to enable future teachers to develop necessary skills to support MLs. Findings from an inductive thematic analysis of the interviews suggest the need for teachers to connect with MLs through shared language learning experiences, use asset-based, linguistically responsive and translanguaging approaches, and involve parents and communities. The findings also highlight issues around policy accessibility, the lack of specialized training, and inadequate resources. Finally, the study makes recommendations for preparing future teachers with practical strategies to support MLs in K-12 classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01