Annotated Bibliography 1-8
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Topic: The Impact of Teacher Training and Professional Development on Multilingual
Learners
Barnes, M., Shwayli, S., & Matthews, P. (2019). Supporting EAL students in regional
education contexts: “It creates a huge workload and oftentimes disappointment.” TESOL
in Context, 28(1), 45–64. https://doi.org/10.21153/tesol2019vol28no1art906
Barnes et al. (2019) examined the impact of educators' attitudes and beliefs on the
academic success of multilingual learners. The study highlights the potential of teachers'
attitudes and beliefs to either impede or facilitate the learning progress of multilingual
students. The authors underscore the importance of addressing these beliefs as a
precursor to training and professional development initiatives, emphasizing their potential
to significantly influence student outcomes. Furthermore, the article identifies the specific
needs of teachers and support staff working with multilingual students, shedding light on
the challenges arising from limited resources due to budget constraints. These constraints
are shown to have adverse effects on student achievement. The study also emphasizes the
critical role of professional development opportunities for all staff in enhancing outcomes
for multilingual students. By addressing the challenges faced by educators and the
implications of limited professional development opportunities on student achievement,
the article underscores the pressing need for additional training and support. This
research is pertinent as it elucidates the complexities surrounding educators' attitudes,
resource limitations, and the imperative for comprehensive professional development to
effectively support the diverse needs of multilingual learners.
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French, M. (2019). Multilingual pedagogies in practice. TESOL in Context, 28(1), 21–44.
https://doi.org/10.21153/tesol2019vol28no1art869
The article delves into the implementation of pedagogical strategies for classroom use,
emphasizing the incorporation of students' home language and its impact on student
relationships, collaboration, and overall classroom management. It advocates for
leveraging students' home language to facilitate the acquisition of an additional language,
leading to positive academic outcomes and fostering a culturally inclusive and effective
learning environment. The relevance of this article lies in its focus on practical strategies.
that can be acquired and applied by teachers through teacher training programs and
professional development, thereby addressing the need for pedagogical approaches that
support diverse linguistic backgrounds in the classroom. This resource provides valuable
insights for educators and administrators seeking to enhance their instructional practices
and create culturally responsive, equitable, and supportive learning environments for
multilingual students.
Krulatz, A., Christison, M., Lorenz, E., & Sevinç, Y. (2022). The impact of teacher
professional development on teacher cognition and multilingual teaching practices.
International Journal of Multilingualism, 1–17.
https://doi.org/10.1080/14790718.2022.2107648
Krulatz et al. delve into the intricate relationship between teacher cognition and
multilingual teaching practices, focusing on the sociological aspect of teaching practices
and teachers' perspectives regarding multilingual learners. The study emphasizes the
significance of understanding the sociocultural dynamics that influence teaching practices
in multilingual classrooms. Krulatz et al. underscore the need for continuous and
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sustained professional development that is integrated within the school environment,
specifically tailored to support the needs of multilingual learners. Rather than viewing
professional development as isolated individual courses, the article advocates for a
systemic approach that prioritizes the enhancement of teaching practices for multilingual
education within the broader school context. By emphasizing the sociological aspects of
teaching practices and the necessity for embedded, ongoing training, Krulatz et al. shed
light on the value of comprehending the complexities of professional development in the
context of multilingual education. This article is highly relevant as it underscores the
importance of aligning professional development initiatives with the specific needs of
multilingual learners, thereby contributing to the enhancement of teaching practices and
ultimately improving educational outcomes in multilingual settings.
Postholm, M. B. (2018). Teachers’ professional development in school: A review study.
Cogent Education, 5(1), 1522781. https://doi.org/10.1080/2331186x.2018.1522781
Teachers' professional development plays a pivotal role in shaping the educational
experiences of multilingual learners. Postholm's article, "Teachers’ professional
development in school: A review study," provides a comprehensive exploration of the
sociological and psychological dimensions of professional development for educators.
The study underscores the significance of continuous and integrated professional
development within the school environment, emphasizing its relevance to the topic of
multilingual learners. By delving into the impact of professional development on teacher
motivation, instructional practices, and student success, the article underscores the critical
link between educators' ongoing learning and the academic outcomes of multilingual
students. Understanding the complexities of professional development within the school
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setting equips educators with insights into effectively supporting the needs of
multilingual learners. Postholm's review serves as a valuable resource for comprehending
the intricacies of professional development and its potential influence on the educational
attainment of multilingual students, thereby highlighting the importance of tailored and
sustained professional development initiatives for educators working with diverse student
populations.
Omidire, M. F. (2020b). Derived Knowledge and Lived Experiences of Teachers
Working in Resource-Constrained Multilingual Classrooms. Teacher Education Through
Flexible Learning in Africa Journal, 2(1). https://doi.org/10.35293/tetfle.v2i1.92
The article by Omidire underscores the critical necessity of tailored training and
professional development for educators in multilingual classrooms. It effectively
underscores the significance of comprehending teachers' existing knowledge and attitudes
towards instructing multilingual students. Moreover, the article illuminates the challenges
faced by teachers in resource-constrained school settings and the subsequent
repercussions on both educators and student achievement. It is evident that numerous
educational institutions grapple with inadequate financial resources to allocate towards
professional development initiatives aimed at enhancing pedagogical strategies for
multilingual learners, despite the pressing demand for such support. These insights are
pivotal in addressing the specific requirements of educators operating within multilingual
environments, thereby facilitating the formulation of precise and impactful professional
development programs capable of positively influencing the academic progress of
multilingual learners. Omidire's work serves as a foundational resource for
comprehending the intricate dynamics of teacher training and professional development
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in multilingual settings, ultimately contributing to the advancement of effective
educational practices that cater to the diverse linguistic needs of students.
Portolés, L., & Martí, O. (2018). Teachers’ beliefs about multilingual pedagogies and the
role of initial training. International Journal of Multilingualism, 17(2), 248–264.
https://doi.org/10.1080/14790718.2018.1515206
Portolés and Martí's (2018) study delves into the critical influence of teachers'
initial training on their beliefs and approaches to multilingual education. By examining
the impact of initial training on pedagogical practices for multilingual learners, the
research underscores the pivotal role of teachers' foundational preparation in shaping
their instructional strategies. This investigation highlights the interconnectedness of
teachers' beliefs, initial training, and their subsequent approaches to multilingual
education. The findings underscore the necessity of comprehending the influence of
teachers' initial training to design and implement effective professional development and
teacher training programs tailored to the specific needs of multilingual learners. This
article is highly relevant for elucidating the intricate relationship between teacher
training, professional development, and the educational outcomes of multilingual
students. By shedding light on the formative influence of initial training on teachers'
pedagogical approaches, the study underscores the significance of targeted professional
development initiatives that address the unique requirements of multilingual learners.
Consequently, this research serves as a valuable resource for informing the development
of comprehensive and impactful teacher training and professional development programs
aimed at enhancing the educational experiences and outcomes of multilingual students.
Wagner, C. J. (2021). Teacher language practices that support multilingual learners:
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classroom‐based approaches from multilingual early childhood teachers. TESOL Journal,
12(3). https://doi.org/10.1002/tesj.583
The article by Wagner delves into the classroom-based strategies implemented by
early childhood educators to facilitate the learning of multilingual students. It underscores
the pivotal role of teachers' language practices in the language acquisition, development,
and literacy learning of multilingual learners. Wagner's study highlights the positive
outcomes associated with incorporating students' native languages into literacy
instruction, as evidenced by enhanced reading performance among multilingual learners
by the conclusion of prekindergarten. Furthermore, the article sheds light on the dearth of
effective multilingual language practices for educators, indicating a gap in understanding
how teachers can optimally support multilingual learners. This work significantly
contributes to the discourse on the impact of teacher training and professional
development on multilingual learners by offering valuable insights into the influence of
teachers' language practices on the language development and literacy learning of
multilingual students. By emphasizing the positive outcomes of leveraging students'
home languages in literacy instruction, the article underscores the importance of
equipping educators with the necessary knowledge and skills through professional
development to effectively support the diverse linguistic needs of multilingual learners.
Therefore, this article serves as a pertinent resource for understanding the critical role of
teacher training in enhancing the support provided to multilingual learners in educational
settings.
Hall, G. (2020). Framing the realities of TESOL practice through a translanguaging lens.
In Educational linguistics (pp. 67–90). https://doi.org/10.1007/978-3-030-47031-9_4
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The journal article "Framing the Realities of TESOL Practice Through a
Translanguaging Lens" by Hall (2020) explores the concept of translanguaging in
Teaching English to Speakers of Other Languages (TESOL) practice. The article
emphasizes the importance of considering students' linguistic experiences both inside and
outside the classroom, calling for a shift from viewing students as linguistically deficient
to valuing and incorporating their diverse linguistic capabilities. Hall (2020) suggests that
teachers should create a classroom culture that promotes “translingual socialization"
allowing students to bring their rich linguistic experiences into the learning environment.
This article highlights the need for teachers to be equipped with the knowledge and skills
to effectively teach and support students with diverse language backgrounds. Teachers
can create inclusive and supportive learning environments that support the needs of
multilingual learners. Therefore, this article is relevant to the topic as it offers insights
into pedagogical approaches that can be incorporated into teacher training and
professional development programs to better address the needs of multilingual learners.
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