August 16, 2025International Journal of Arts Humanities & Social ScienceOpen Access

Investigating Preservice Secondary Science And Mathematics Teachers’ Understanding Of Multilingual Learners

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Preservice teachers primarily emphasize academic language and asset-based views toward multilingual learners, yet these views are limited in scope.
Initial findings show that a focus on academic language in teacher preparation may overlook the need for rigorous content learning for multilingual learners.
This assessment uses qualitative methods to examine preservice secondary science and mathematics teachers' understanding of multilingual learners.
Teacher education programs need to address the balance between language support and content learning to effectively teach multilingual learners.

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Implication

Research reveals preservice teachers' views on multilingual learners in science and mathematics, indicating a need for balanced instructional practices.

Cite This Study

Walter Aminger (2025) studied this question.

synapsesocial.com/papers/68af76ad7567bf4f94fef48f https://doi.org/10.56734/ijahss.v6n8a4

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Implication

Research reveals preservice teachers' views on multilingual learners in science and mathematics, indicating a need for balanced instructional practices.

Investigating Preservice Secondary Science And Mathematics Teachers’ Understanding Of Multilingual Learners

Key Points

Discussion

Implication

Cite This Study

Investigating Preservice Secondary Science And Mathematics Teachers’ Understanding Of Multilingual Learners

Key Points

Discussion

Implication

Cite This Study

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