Survey highlights teacher challenges in supporting multilingual learners

In an environment where classrooms are becoming increasingly diverse, multilingual learners (MLLs) represent a rapidly expanding segment of K–12 public school students. While these students contribute valuable linguistic and cultural perspectives, they also encounter academic challenges compared to their English-only peers. Teachers are pivotal in assisting all students, particularly MLLs, in developing essential skills such as reading, writing, speaking, and listening in English. However, recent research indicates that teachers often feel unprepared and lack the necessary resources and professional development to effectively teach MLLs.

The study draws on national survey data from teachers and principals collected in spring 2024. It explores educators' perceptions regarding their preparedness to teach MLLs and examines the factors influencing these perceptions. The research also investigates how much emphasis educators place on supports for MLLs when choosing professional learning opportunities, instructional materials, and activities. Additionally, it assesses teachers' views on whether their curriculum materials are adequate for aiding MLLs.

The findings aim to guide state and local leaders, as well as curriculum developers and reviewers, in providing better support for teachers working with MLLs.