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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 0009-0006-6447-5445), Christopher A. Clemons (ORCID 0000-0001-9879-0888), Jason D. McKibben (ORCID 0000-0003-2080-202X), James R. Lindner (ORCID 0000-0002-1448-3846)
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
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  Data: Advancing Multilingual Learner Success in Agricultural Education: Analyzing English Proficiency, Instructional Practices, and Culturally Responsive Teaching
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  Data: <searchLink fieldCode="AR" term="%22Hillary+Miller%22">Hillary Miller</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-6447-5445">0009-0006-6447-5445</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+A%2E+Clemons%22">Christopher A. Clemons</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9879-0888">0000-0001-9879-0888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jason+D%2E+McKibben%22">Jason D. McKibben</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2080-202X">0000-0003-2080-202X</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+R%2E+Lindner%22">James R. Lindner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1448-3846">0000-0002-1448-3846</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2025 66(3).
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Agriculture+Teachers%22">Agriculture Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.5032/jae.v66i3.3093
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  Data: 1042-0541<br />2162-5212
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  Label: Abstract
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  Data: 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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  Data: 2025
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  Data: EJ1480157
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        Value: 10.5032/jae.v66i3.3093
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      – Text: English
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      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Readiness
        Type: general
      – SubjectFull: Agriculture Teachers
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      – SubjectFull: English Learners
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      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: English (Second Language)
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      – SubjectFull: High School Students
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: California
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      – TitleFull: Advancing Multilingual Learner Success in Agricultural Education: Analyzing English Proficiency, Instructional Practices, and Culturally Responsive Teaching
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