Meeting English Language Learner' Academic Needs Through Teaching Training: A Multicultural Approach
Location
Hager-Lubbers Exhibition Hall
Description
Research shows that teachers are often ill-prepared to teach culturally and linguistically diverse learners. As a result, experts in education suggest that in order to respond to the challenges of working with diverse learners, development of multicultural education perspectives must include the promotion of sensitivity towards different aspects of diversity. This study explored K-8 teachers´ knowledge and understanding of their students´ learning needs, specific to language and culture, and their perception of preparedness to effectively deliver instruction to learners of diverse linguistic and cultural background. In this study, the researcher hypothesized that teachers were ill-prepared to teach linguistically and culturally diverse learners. Through a mixed method research design, the researcher collected data through a web-based survey or teachers in the state of Michigan, USA. Cross-tabulations were performed using chi-square tests to investigate the relationship between teachers´ preparedness and knowledge of their diverse learners´ learning needs. Additionally, qualitative comments were examined, organized and summarized to illustrate key themes in each question under study. Findings revealed that teachers´ perceptions of preparedness to teach linguistically and culturally diverse students were correlated with whether the classrooms were culturally diverse or not. Results from the study show that teachers are gradually becoming culturally responsive. Nonetheless, many educators still find the task of meeting students´ academic needs to be overwhelming, specifically those needs related to language.
Meeting English Language Learner' Academic Needs Through Teaching Training: A Multicultural Approach
Hager-Lubbers Exhibition Hall
Research shows that teachers are often ill-prepared to teach culturally and linguistically diverse learners. As a result, experts in education suggest that in order to respond to the challenges of working with diverse learners, development of multicultural education perspectives must include the promotion of sensitivity towards different aspects of diversity. This study explored K-8 teachers´ knowledge and understanding of their students´ learning needs, specific to language and culture, and their perception of preparedness to effectively deliver instruction to learners of diverse linguistic and cultural background. In this study, the researcher hypothesized that teachers were ill-prepared to teach linguistically and culturally diverse learners. Through a mixed method research design, the researcher collected data through a web-based survey or teachers in the state of Michigan, USA. Cross-tabulations were performed using chi-square tests to investigate the relationship between teachers´ preparedness and knowledge of their diverse learners´ learning needs. Additionally, qualitative comments were examined, organized and summarized to illustrate key themes in each question under study. Findings revealed that teachers´ perceptions of preparedness to teach linguistically and culturally diverse students were correlated with whether the classrooms were culturally diverse or not. Results from the study show that teachers are gradually becoming culturally responsive. Nonetheless, many educators still find the task of meeting students´ academic needs to be overwhelming, specifically those needs related to language.