An Investigation of Multiliteracies Pedagogies in Language Teacher Education: A Mixed Methods Study

Research into teacher preparedness within teacher education programs and its relationship to teacher attrition is an increasing area of interest in Canada and around the world. In Canada, on average, the estimated turnover for second language educators is approximately 30% in the first five years and 50% of these are within the first two years (Canadian Teacher’s Federation (CTF), 2004; Karsenti, Collin, Villeneuve, Dumouchel, & Roy, 2008; Siwatu, 2011; Swanson, 2012). The CTF (2004), French and Collins (2014), Karsenti et al. (2008) and Swanson (2012) have reported on several factors that influence language teacher attrition and retention: teacher preparedness, teacher self-efficacy, and teaching for student cultural and linguistic diversity (CALD). Given that language teacher attrition rates remain high and teaching for CALD is a prominent challenge for language educators, there is a high demand to prepare future language teachers to teach multilinguals (Cummins, 2006; Egbo, 2009; Mady, 2007, 2012; Schecter, & Cummins, 2003). Through a mixed methods approach using an online survey and interviews, this study investigated student teachers’ knowledge, attitudes, skills, and self-efficacy to teach with technologies and strategies for teaching CALD students. This research is based upon a multiliteracy theoretical framework combining technologies and critical literacy pedagogies. It reports on technologies and multicultural teaching strategies being used in teacher preparation courses and practicum placements. Finally, it provides ways of how teacher education programs could assist in further supporting student teachers in their transition into professional practice to increase self-efficacy and more effectively support Canada’s diverse multilingual student body

The impact of diversity in Queensland classrooms on literacy teaching in changing times

The intent of the paper is to identify possible inhibitors to best practice for literacy teaching and learning and to identify key considerations for a responsive, relevant and constructive curriculum and pedagogy for the teaching of literacy in diverse classrooms. A review of relevant research and pedagogical frameworks such as sociocultural constructivism, productive pedagogies and multiliteracies pedagogy, will provide the basis on which to argue some possible classroom practices for teachers to consider for the as ways forward in diverse classrooms. This paper will be contextualized within the current political agenda in regard to literacy education and recent research into literacy teaching and learning in Australia, reported in 'The National Inquiry into Literacy' and consider the issues together with the assessment demands placed on teachers in classrooms

Challenges Teachers Encounter When Integrating Technology in a Culturally, Linguistically, and Diverse High School

Teachers often encounter challenges when integrating technology into a classroom that has a culturally and linguistically diverse (CLD) student population. These challenges have existed as teachers are not adequately trained to integrate technology when working with culturally and linguistically diverse students. Additionally, challenges arise when students do not have technological skills. This qualitative study examined how high school teachers with a high CLD student population integrated technology into daily instructions and the challenges they encounter when implementing it. Due to the COVID-19 pandemic, the researcher collected data through eight individual teacher interviews via Zoom. During the data analysis, five general themes emerged: (a) CLD students’ lack of adequate technology background, (b) CLD students’ lack of technology access results in unequal access to education, (c) inadequate professional development and lack of teacher self-efficacy, (d) extrinsic and intrinsic barriers limit implementation of technology instruction, and (e) technology as a hindrance to CLD students’ academic progress. The findings of this study are beneficial in assisting school districts in the United States in identifying the challenges CLD students encounter with technology to make the necessary changes needed for teachers to implement it effectively. An analysis of the data revealed that CLD students’ academic achievement was negatively impacted by technology. Additionally, students had better academic success when teachers had hands-on activities

Building new modes of teacher education: research analyses for the Teacher in Education in Sub Saharan Africa programme

The provision of basic education for all children by 2015 is now one of the world’s major educational objectives. Through UNESCO’s Education for All (EFA) commitments and the UN’s Millennium Development Goals (MDGs) national and international attention has been focussed on measures to achieve this end. There has been some progress. The number of school age children with no access to schooling is dropping (from x to y in the period 1999–2005?). There is, however, some way to go in terms of the basic provision and the gender parity that the MDGs seek to achieve. Most significantly attention has now turned to the challenge of providing sufficient teachers of the appropriate quality to staff such rapid expansion. The focus of enquiry of this proposed keynote symposium is the ways in which different forms of research are contributing to: • analyses of factors impacting on teacher supply and retention; • developing conceptual understanding of the ‘life’ experiences of teachers working in challenging circumstances, with a special emphasis on female teachers in rural communities; • evidence about the nature and effectiveness of new modes of education and training. The symposium papers will explore the different research and investigative methodologies being drawn on and the different forms of international co-operation and collaboration being used. The papers will explore the issues of teacher supply, retention and education through educational and development studies, theories of change and intervention. A key issue the symposium will address is the need to bring together theoretically and through research practice the related separate specialist domains of education and development enquiry. In doing this the papers will provide a new patterning or mapping of the literature. The five papers draw particularly on the work of UNESCO, including the widely respected annual monitoring reports evaluation the progress to EFA and the new Teacher Training in Sub-Saharan Africa (TESSA) initiative (see tessaprogramme.org). One of the papers will look at the research around teachers in Sub-Saharan Africa by reference to developing country contexts in other parts of the world. It has been argued that the challenge to provide schooling and teachers for the children of Sub-Saharan Africa represents the world’s biggest educational challenge (Moon, 2007). In identifying key research findings, for example significant variables impacting on teacher supply and retention, the relationship between teacher quality and pupil achievement and comparative evidence on the effectiveness of different modes of education and training, the symposium will point to the ways in which researchers in the field of education and the research community generally can contribute to increasing capacity in this enormously important area

Teaching Culturally and Linguistically-Diverse International Students: Connections Between Promising Teaching Practices and Student Satisfaction

This chapter describes three studies that explore promising teaching practices for teaching linguistically and culturally-diverse international students by identifying teaching practices that have high levels of international student satisfaction and student perceptions of learning. The first study, using a mixedmethods approach, found eight teaching practice areas that resonated with students. The second study, using a qualitative approach, identified similarities and dissimilarities between STEM and non-STEM students. The third study, using a qualitative approach, uncovered student preferences for online teaching practices. Recommendations for professional practice are discussed, along with potential areas for further research

How Educators Can Utilize Culturally Responsive Teaching To Enhance Personalized Learning Opportunities In The Secondary Classroom.

The research question addressed by this project is: How can educators utilize Culturally Responsive Teaching to enhance personalized learning opportunities in the secondary classroom? Research has shown that culturally and linguistically diverse students suffer from an opportunity and achievement gap in this country that creates school-dependent learners. This research aims to prove that integrating Culturally Responsive Teaching (CRT) and personalized learning techniques together in the classroom helps to create independent learners. This paper looks most closely at the theoretical work on CRT of Geneva Gay, Zaretta Hammond, and Gloria Ladson-Billings and focuses on the personalized learning tools of offering students choice, self-pacing the curriculum, creating passion-based learning, and amplifying student voice. There is little peer-reviewed research done to specifically connect CRT and personalized learning, so materials created for this project include a podcast, website, and Instagram account to showcase the beneficial link between these two theories when implemented together in the classroom. This work outlines the thinking behind the project, the methods for creating the materials, and how the project was implemented

Multiliteracies Pedagogy in Second Language Learning: Examining How Canadian Elementary ESL Classrooms Can Empower Diverse English Language Learners

Canada\u27s socio-cultural landscape is changing every day due to the transitional migration of demographics from all over the world. The immigrant and refugee populations who enter Canadian society are mostly allophones who do not speak English or French- Canada\u27s two official languages as their mother tongue. The allophone students who belong to this migrator group must learn the official languages to get equal access to the country\u27s social and economic sectors. Thus, Canadian schools are entitled to provide adequate support in teaching English and French to these immigrant students to ensure their merging in broader society. But these immigrant students have diverse linguistic and cultural backgrounds. Therefore, they are essentially various in their second language learning needs. For this reason, it is challenging for educators to support these learners considering their linguistic and cultural diversity. The given research paper conducts a systematic literature review with authentic, peer-reviewed resources to examine how multiliteracies pedagogy can inform second language teaching and learning in elementary classrooms of Ontario, Canada. This study deals with the English language learning of multilingual and multicultural allophone English Language Learners (ELLs) in the English as a Second Language (ESL) programs of Ontario elementary schools. This research paper reflects upon different aspects of multiliteracies approaches. It concludes that multiliteracies pedagogy has numerous potentials to address ELL’s diversity and the educators of Ontario elementary ESL programs can offer a better English language learning environment to the ELLs by ensuring proper implementation of multiliteracies pedagogy in their teaching-learning process

Refining Learning Outcomes in Multicultural ICT Classrooms: The Development of a Structured Framework

A change in the dynamics of a classroom environment, created from internationalisation of student cohorts, has caused educators to reconsider their learning methods that they use. This paper presents a structured framework for improving learning outcomes in multicultural classroom settings in the ICT discipline through the use of a student-centred learning approach. It is based on a review of the literature describing best practices in teaching in multicultural classrooms. The paper begins with a discussion of the evolving nature of higher education in Australia, and addresses the increasing number of culturally and linguistically diverse (CALD) students as a result of changes in government policies. A discussion of the benefits and challenges of CALD classroom settings and the methods for increasing student engagement and learning outcomes in such settings, is also presented