Akademik Veri Yönetim Sistemi
13th International Congress on Curriculum and Instruction, Gazimagusa, Kıbrıs (Kktc), 25 Ekim - 28 Kasım 2025, ss.410-413, (Özet Bildiri)
Introduction
Globalization, mass migration, and
increasing social diversity have significantly influenced education systems
worldwide, leading to a growing number of multilingual students in classrooms
(García & Kleyn, 2016). These students require special attention not only
because of linguistic differences but also due to their diverse cultural,
socioeconomic, and pedagogical needs. This reality makes it essential for
teachers to be equipped with the knowledge, skills, and dispositions specific
to multilingual education (Lucas & Villegas, 2013).
However, the literature criticizes teacher
education programs for being “overly theoretical, disconnected from practice,
and misaligned with field needs” (Menken & Sánchez, 2019). Preservice
teachers also frequently report feeling unprepared for multilingual classrooms
and insufficiently confident in their abilities (de Jong & Harper, 2005).
Therefore, examining the perspectives of both teacher educators and teachers is
crucial to comprehensively understand the strengths and weaknesses of current
programs.
This study explores the perceptions of
teacher educators and teachers regarding the content, implementation, and
impact of teacher preparation programs for multilingual learners. It focuses on
the following research questions:
1.
What do
teacher educators think about the components and implementation of multilingual
teacher education programs?
2.
How do
teachers evaluate these programs’ contributions to their professional
competencies and their capacity to address classroom challenges?
The study aims to provide concrete
recommendations for restructuring programs and strengthening the
theory–practice connection.
Methodology
This qualitative case study (Yin, 2018)
examined the experiences of three teachers and four teacher educators in the
United States who either work with multilingual students or have formal
education in this field. Participants were selected through criterion and
snowball sampling. The inclusion criteria required that teachers hold
undergraduate or graduate degrees in multilingual education, while teacher
educators were actively involved in related programs. Data were collected
through 40–60-minute semi-structured online interviews, which were
audio-recorded and transcribed verbatim. The data were analyzed using
descriptive and content analysis methods; themes were coded, and reliability
was ensured through expert validation. The findings were synthesized thematically
and supported by direct quotations.
Results / Expected Outcomes
Teachers found working with multilingual
learners meaningful and emphasized qualities such as empathy, cultural
awareness, and advocacy. They reported using differentiation, translanguaging,
and project-based assessments in their teaching. Teacher educators highlighted
the need for all teachers—not only specialists—to be equipped with competencies
in second language acquisition and intercultural communication. They
recommended applied field experiences, mentoring, and performance-based
assessments. The study advocates for justice-oriented, holistic, and
practice-based models of teacher education.
Keywords: Multilingual learners; teacher education
programs; teachers’ and teacher educators’ perspectives
References
de Jong,
E. J., Harper, C. A., & Coady, M. R. (2013). Enhanced knowledge and skills
for elementary mainstream teachers of English language learners. Theory Into
Practice, 52(2), 89–97. https://doi.org/10.1080/00405841.2013.770326
García,
O., & Kleyn, T. (2016). Translanguaging with multilingual students:
Learning from classroom moments. Routledge. https://doi.org/10.4324/9781315695242
Lucas, T.,
& Villegas, A. M. (2013). Preparing linguistically responsive teachers:
Laying the foundation in preservice teacher education. Theory Into Practice,
52(2), 98–109. https://doi.org/10.1080/00405841.2013.770327
Menken,
K., & Sánchez, M. T. (2019). Translanguaging in English-only schools: From
pedagogy to stance in the disruption of monolingual policies and practices.
TESOL Quarterly, 53(3), 741–767.
Miles, M.
B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook (2nd ed.). SAGE Publications.
Yin, R. K.
(2018). Case study research and applications: Design and methods (6th ed.).
SAGE Publications.