Analyzing the experiences of multilingual and computer science teachers of multilingual learners within systems of professional training and support in an urban school district
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Abstract
As technology advances, there is a focus on increasing the number of technology courses available for K–12 students to introduce computational thinking concepts. Yet, there is limited focus on the support teachers of such classes may require to best support an important and growing, subset of learners, multilingual learners (MLs). The purpose of this phenomenological qualitative study was to explore the training and support given to multilingual and computer science teachers to support MLs in an urban K–12 school district in Massachusetts. It was guided by hermeneutic phenomenology, and focused on the perceptions, feelings and lived experiences of teachers when supporting MLs in their classrooms. Fourteen teachers participated in surveys and interviews. Key findings in this study documented that the preparation and ongoing professional development available differed between multilingual and computer science teachers. Computer science teachers shared that they lack ML training in their subject area, with results emphasizing the importance of targeted professional development to support ML students.
Description
2025