Advancing Multilingual Learner Success in Agricultural Education: Analyzing English Proficiency, Instructional Practices, and Culturally Responsive Teaching
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| Title: | Advancing Multilingual Learner Success in Agricultural Education: Analyzing English Proficiency, Instructional Practices, and Culturally Responsive Teaching |
|---|---|
| Language: | English |
| Authors: | Hillary Miller (ORCID |
| Source: | Journal of Agricultural Education. 2025 66(3). |
| Availability: | American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education High Schools |
| Descriptors: | Agricultural Education, Readiness, Agriculture Teachers, English Learners, Culturally Relevant Education, Language Proficiency, Teaching Methods, High School Teachers, English (Second Language), High School Students, Teacher Characteristics |
| Geographic Terms: | California |
| DOI: | 10.5032/jae.v66i3.3093 |
| ISSN: | 1042-0541 2162-5212 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1480157 |
| Database: | ERIC |
| Abstract: | 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. |
|---|---|
| ISSN: | 1042-0541 2162-5212 |
| DOI: | 10.5032/jae.v66i3.3093 |
