Exploration of instructional practices and teacher preparedness for multilingual learners highlights the need for targeted professional development.
This study examined the pedagogical readiness of secondary school-based agricultural education (SBAE) teachers in California Central Region to support multilingual learners (MLs). Using culturally responsive teaching (CRT) and the sheltered instruction observation protocol (SIOP) as frameworks, we surveyed teachers to assess their familiarity with instructional strategies for MLs. Although many teachers reported awareness of strategies like translation tools, scaffolding, and cooperative learning, they often struggled to implement these methods consistently. The predominantly White and monolingual group of teachers faced challenges in addressing their students' linguistic and cultural diversity. Participants also highlighted a lack of systematic professional development specifically focused on teaching MLs, which further limited their ability to support beginning-level MLs effectively. While teachers expressed confidence in teaching fluent English speakers, they found it more challenging to meet the needs of MLs. The findings underscore the importance of ongoing, targeted professional development in CRT and SIOP to enhance instructional practices and improve outcomes for MLs. Future research should explore the long-term effects of targeted professional development on teacher preparedness and student success in multilingual education.
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Miller et al. (2025) studied this question.