Effective Teachers of Multilingual Learners: A Mixed-Method Study of UK and US Critical Sociocultural Teaching Practices

Article


Flynn, N., Teemant, A., Mitchell Viesca, K. and Perumal, R. 2023. Effective Teachers of Multilingual Learners: A Mixed-Method Study of UK and US Critical Sociocultural Teaching Practices. TESOL Quarterly. 58 (1), pp. 195-221. https://doi.org/10.1002/tesq.3224
AuthorsFlynn, N., Teemant, A., Mitchell Viesca, K. and Perumal, R.
Abstract

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.

JournalTESOL Quarterly
Journal citation58 (1), pp. 195-221
ISSN1545-7249
Year2023
PublisherWiley for TESOL International Assocation
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1002/tesq.3224
Publication dates
Online20 Mar 2023
PrintMar 2024
Publication process dates
Deposited23 Apr 2024
Copyright holder© 2023, The Author
Permalink -

https://repository.uel.ac.uk/item/8x9q3

  • 17
    total views
  • 9
    total downloads
  • 5
    views this month
  • 3
    downloads this month

Export as