ERIC Number: EJ1411403
Record Type: Journal
Publication Date: 2024
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0039-8322
EISSN: EISSN-1545-7249
Effective Teachers of Multilingual Learners: A Mixed-Method Study of UK and US Critical Sociocultural Teaching Practices
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n1 p195-221 2024
This convergent parallel mixed-method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the United Kingdom and the United States (N = 9). Using a critical sociocultural theoretical lens, we use an established quantitative observation rubric and lesson field notes to capture real-world teaching practices. Using deductive reasoning to merge closed- and open-ended observation data, we illuminate the features of highly effective teaching for multilingual students. Evidence demonstrates that elements of challenge in activity design and teacher presentation, prioritizing language and literacy development, and modeling, were practices with the highest consistency across countries. At the same time, other features leave room for future growth. Lesson analysis unpacked various ways teachers enact effective teaching based on country context. Despite educational policies that may conflict with strong teaching for multilingual students, linguistically responsive teachers in both countries transcend curricular and testing constraints by intentionally enacting lessons that richly scaffold learning.
Descriptors: Language Teachers, Teacher Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction, Multilingualism, Classroom Techniques, Cross Cultural Studies, Foreign Countries, Sociocultural Patterns, Educational Policy, Lesson Plans, Literacy Education, Teaching Methods, Conflict, Barriers
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United States
Grant or Contract Numbers: N/A