Reaching teachers of early multilingual learners through professional development
A systematic literature review
Bibliographic Data
| ID | 11635576 |
|---|---|
| Authors | Hazel Vega (0000-0001-9077-3522, Clemson University, corresponding author), Emily Howell (0000-0001-5062-6480, Clemson University), Rebecca Kaminski (Clemson University), Celeste C Bates (0000-0001-6715-8775, Clemson University) |
| Year | 2024 |
| Volume | 46 |
| Issue | 9 |
| Pages | 2997-3013 |
| Publication date | 2024-04-15 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/01434632.2024.2322071 |
| OpenAlex | W4394822700 |
| Language | EN |
| Citations received | 5 |
| References cited | 63 |
This systematic literature review synthesises 49 studies exploring teacher professional development (PD) focused on the education of multilingual learners (MLs). Specifically, we examined PD design for in-service mainstream classroom teachers serving MLs in early elementary grades. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines for transparent reporting in systematic reviews, including the four phases of identification, screening, eligibility, and inclusion. Findings show that although the content of PD has covered foundational literacy areas, such as vocabulary and comprehension, more attention is needed on integration of culture and MLs’ linguistic repertoires. Results also show that PD with positive outcomes is ongoing, collaborative, and includes multiple stakeholders. However, there is room for the inclusion of family and teacher voice. We conclude by arguing that future research on PD within the context of ML education should explore long-term impact of interventions on teachers and students and focus on leadership roles to expand instructional capacity for MLs
Context (archaeology · Faculty Development · Inclusion (mineral · Linguistics · Literacy · Mainstream · Medical education · MEDLINE · Pedagogy · Political science · Professional development · Psychological intervention · Systematic review · Vocabulary · Medicine · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Teacher Education and Leadership Studies
Relational expertise at the policy–practice interface
Supporting Participation in Literacy Activities for Multilingual Students Who Use AAC
Inspiring equity and pedagogical engagement with translanguaging workshops as professional development for student teachers
Evolution of teachers’ perspectives on family engagement
Multilingualism as stance
Translanguaging with Multilingual Students
The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions
Effective Teacher Professional Development
Identifying professional dissonance
English learner education and teacher preparation in the U.S
A Synthesis of Professional Development Targeting Literacy Instruction and Intervention for English Learners
A Language-Based Approach to Content Instruction (Laci) for English Language Learners
Preparing teacher candidates for bilingual practices
Developing Cultural Competence
Latino English Language Learners
Insights into Professional Development for Teachers of English Language Learners
Implementing co-teaching to support the language socialization process of immigrant students ( La práctica de la coenseñanza para fomentar el proceso de socialización lingüística de los alumnos inmigrantes )
Language matters
PLCs
A randomized controlled trial study
Cognitive coaching
They come with nothing
Exploring ideological becoming in professional development for teachers of multilingual learners
Content-area teachers and scaffolded instruction for English language learners
What Teachers Need to Know about Language
Exploring the emotions and needs of English language learners
Research priorities in the field of multilingualism and language education
Aiming for Equity
Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development
Funds of knowledge for teaching
Improving Impact Studies of Teachers' Professional Development
Teacher professional development in Teaching and Teacher Education over ten years
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
From academic language to language architecture
Professional Development and Teacher Efficacy
| Unique citing works | 5 |
|---|---|
| Citations per year | 5 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |