Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices

Flynn, N. ORCID: https://orcid.org/0000-0002-3710-9910, Teemant, A., Mitchell Viesca, K. and Perumal, R. (2024) Effective teachers of multilingual learners: a mixed method study of UK and US critical sociocultural teaching practices. TESOL Quarterly, 58 (1). pp. 195-221. ISSN 0039-8322 doi: 10.1002/tesq.3224

Abstract/Summary

This convergent parallel mixed method study (quan + QUAL) relies on systematic classroom observations of mainstream teachers considered highly effective with multilingual learners in the UK and US (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.

Item Type	Article
URI	https://reading-pure-test.eprints-hosting.org/id/eprint/101495
Identification Number/DOI	10.1002/tesq.3224
Refereed	Yes
Divisions	Central Services Arts, Humanities and Social Science > Institute of Education
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