Assessing the readiness of central California agricultural educators to teach multilingual learners
This study investigated the pedagogical readiness of United States secondary school-based agricultural education (SBAE) teachers to educate multilingual learners (MLs) in California's Central Region. The focus of this study addressed SBAE teacher qualifications, language proficiency, profession...
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| Format: | Article |
| Language: | English |
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Advancements in Agricultural Development Inc
2025-02-01
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| Series: | Advancements in Agricultural Development |
| Subjects: | |
| Online Access: | https://agdevresearch.org/index.php/aad/article/view/563 |
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| author | Hillary Miller Christopher A. Clemons Jason D. McKibben D. Adam Cletzer James R. Lindner |
| author_facet | Hillary Miller Christopher A. Clemons Jason D. McKibben D. Adam Cletzer James R. Lindner |
| author_sort | Hillary Miller |
| collection | DOAJ |
| description | This study investigated the pedagogical readiness of United States secondary school-based agricultural education (SBAE) teachers to educate multilingual learners (MLs) in California's Central Region. The focus of this study addressed SBAE teacher qualifications, language proficiency, professional development experiences, and perceived competence to teach MLs. The theoretical frameworks for this study included culturally responsive teaching and andragogy as the lens when assessing SBAE teacher preparedness. The participants were licensed to teach SBAE with ML, but most needed more specific training and experience. Participants reported limited professional development related to multilingual learners. Findings also indicated that teachers feel most confident addressing the needs of fluent English speakers but need help with beginning-level ML students. Improving opportunities for professional development addressing culturally responsive teaching, academic vocabulary development, and ongoing training for SBAE teachers would help improve SBAE teachers' classroom pedagogy and enhance learning opportunities for MLs. Future research should explore the effectiveness of specific professional development programs and the impact of teacher preparedness on student outcomes for MLs.
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| format | Article |
| id | doaj-art-cc703efabb1d41b7b172e11dc442e82d |
| institution | Kabale University |
| issn | 2690-5078 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Advancements in Agricultural Development Inc |
| record_format | Article |
| series | Advancements in Agricultural Development |
| spelling | doaj-art-cc703efabb1d41b7b172e11dc442e82d2025-02-08T15:34:54ZengAdvancements in Agricultural Development IncAdvancements in Agricultural Development2690-50782025-02-016110.37433/aad.v6i1.563Assessing the readiness of central California agricultural educators to teach multilingual learnersHillary Miller0Christopher A. Clemons1Jason D. McKibben2D. Adam Cletzer3James R. Lindner4Auburn University, Alabama, USAAuburn University, Alabama, USAAuburn University, Alabama, USAAuburn University, Alabama, USAAuburn University, Alabama, USAThis study investigated the pedagogical readiness of United States secondary school-based agricultural education (SBAE) teachers to educate multilingual learners (MLs) in California's Central Region. The focus of this study addressed SBAE teacher qualifications, language proficiency, professional development experiences, and perceived competence to teach MLs. The theoretical frameworks for this study included culturally responsive teaching and andragogy as the lens when assessing SBAE teacher preparedness. The participants were licensed to teach SBAE with ML, but most needed more specific training and experience. Participants reported limited professional development related to multilingual learners. Findings also indicated that teachers feel most confident addressing the needs of fluent English speakers but need help with beginning-level ML students. Improving opportunities for professional development addressing culturally responsive teaching, academic vocabulary development, and ongoing training for SBAE teachers would help improve SBAE teachers' classroom pedagogy and enhance learning opportunities for MLs. Future research should explore the effectiveness of specific professional development programs and the impact of teacher preparedness on student outcomes for MLs. https://agdevresearch.org/index.php/aad/article/view/563multilingual learnersculturally responsive teachinglanguage proficiencySDG 4: Quality EducationSDG 10: Reduced Inequalities |
| spellingShingle | Hillary Miller Christopher A. Clemons Jason D. McKibben D. Adam Cletzer James R. Lindner Assessing the readiness of central California agricultural educators to teach multilingual learners Advancements in Agricultural Development multilingual learners culturally responsive teaching language proficiency SDG 4: Quality Education SDG 10: Reduced Inequalities |
| title | Assessing the readiness of central California agricultural educators to teach multilingual learners |
| title_full | Assessing the readiness of central California agricultural educators to teach multilingual learners |
| title_fullStr | Assessing the readiness of central California agricultural educators to teach multilingual learners |
| title_full_unstemmed | Assessing the readiness of central California agricultural educators to teach multilingual learners |
| title_short | Assessing the readiness of central California agricultural educators to teach multilingual learners |
| title_sort | assessing the readiness of central california agricultural educators to teach multilingual learners |
| topic | multilingual learners culturally responsive teaching language proficiency SDG 4: Quality Education SDG 10: Reduced Inequalities |
| url | https://agdevresearch.org/index.php/aad/article/view/563 |
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