Embargo Period


Degree Name

MA in International Education

First Advisor

Alla Korzh


Almost a quarter, 22%, of students in the United States are multilingual and arrive at school with unique skills and needs which differentiate them from their multilingual peers. Using qualitative research methods of surveys and semi-structured interviews, this study explores the perspectives of teachers and administrators currently working in the field, specifically investigating how teachers have been prepared in teacher education programs to teach multilingual learners and how they consequently should be prepared based on participant experiences. This study generated insights about the needs of teachers in supporting multilingual learners. The majority of participants had not received any preparation for teaching multilingual students in their teacher education programs. As the findings demonstrate, there is no one particular way that teachers should specifically be prepared but more intentional planning and preparation is needed in general to meet both the needs of students and teachers.


Bilingual, Multilingual, and Multicultural Education | International and Comparative Education


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