The growing population of multilingual learners (MLs) in U.S. schools necessitates content teachers to develop both content knowledge and language proficiency simultaneously. However, teachers often lack competency in content-language integrative pedagogy that builds on MLs' transliterate capabilities (Kim et al., 2024; Smith et al., 2018; Stornaiuolo et al., 2017), placing MLs at a greater disadvantage in the content classroom. In order to fill the practice gap, this study examines a group of U.S. K-12 teachers’ ideological beliefs and practices regarding multilingual learners (MLs) within a 2-year professional development project (2022-2024), answering the research question: What transformative changes in critical language awareness and instructional practices emerged among K-12 content teachers throughout the project?

Quantitative analysis using repeated measures ANOVA across three time points revealed significant changes: reduced belief in English-only instruction (p<.05), increased knowledge of MLs' backgrounds (p<.001), advanced skills in ML instruction through collaborative transmodalising pedagogy (p<.05), and enhanced competence in culturally and linguistically responsive instruction (p<.01). Qualitative analysis of interviews, focus groups, teaching videos and presentations, identified three major shifts: (1) from viewing MLs as "burdens" to valuing their linguistic and cultural resources, (2) adopting translanguaging practices that welcome both home languages and English, and (3) moving from monoglossic to heteroglossic language ideologies. These changes reflect teachers' broader commitment to creating equitable, inclusive classrooms that empower ML students within and beyond their classrooms. The study offers implications for effective professional development programming to shift from deficit-oriented, separatist frameworks toward asset-based, integrative approaches in working with MLs and their families.

Authors:
Sujin Kim, George Mason University, United States

About the Presenter(s)
Dr. Sujin Kim is currently an Associate Professor in the College of Education and Human Development at George Mason University, Virginia, U.S.A.

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