Title of Research Output
Teacher Efficacy for Teaching in Multilingual School Contexts in Ontario
Faculty
Faculty of Education
Supervisor Name
Farahnaz Faez
Keywords
Teacher Efficacy, Multilingual Schools, Diversity, Ontario Schools, Diverse Classrooms
Description
This study is designed to understand teacher learning and efficacy for teaching in Ontario’s linguistically, culturally and racially diverse classrooms. The knowledge gained from this study can be used to promote quality culturally and linguistically inclusive pedagogy in Canada’s multilingual schools. Over 20% of Canada’s population is foreign-born and recent reports claim that by 2036 more than 30% of the population would have a mother tongue other than English (Statistics Canada, 2017). Minority students include Canadian born learners (from Indigenous and immigrant families), foreign-born immigrant students, and refugees. These students succeed in academics when teachers make instruction relevant throughout the curriculum (Cummins & Early, 2015). Teacher efficacy beliefs (Bandura, 1997), or teachers’ confidence in their ability to perform specific tasks, is a way of understanding teachers’ pedagogical capabilities. However, there is a gap in knowing how efficacious teachers are to support minority students and how teacher education programs help teachers develop skills and knowledge for multilingual students. The study will address this notable gap by measuring teacher efficacy to teach in multilingual school contexts, exploring levels of efficacy of novice and experienced teachers to teach in such contexts, and identifying ways in which teachers incorporate culturally and linguistically inclusive pedagogy in elementary and secondary classrooms.
Acknowledgements
A special thank you goes to Dr. Farahnaz Faez, who has devoted many hours of the week to ensure that I meet the goals that I set, benefit from this research internship experience, and have the best experience. Also thank you to the USRI project coordinators and to Western's Faculty of Education Program, for giving me the opportunity to be apart of such a unique and fulfilling experience.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Document Type
Poster
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Secondary Education Commons
Teacher Efficacy for Teaching in Multilingual School Contexts in Ontario
This study is designed to understand teacher learning and efficacy for teaching in Ontario’s linguistically, culturally and racially diverse classrooms. The knowledge gained from this study can be used to promote quality culturally and linguistically inclusive pedagogy in Canada’s multilingual schools. Over 20% of Canada’s population is foreign-born and recent reports claim that by 2036 more than 30% of the population would have a mother tongue other than English (Statistics Canada, 2017). Minority students include Canadian born learners (from Indigenous and immigrant families), foreign-born immigrant students, and refugees. These students succeed in academics when teachers make instruction relevant throughout the curriculum (Cummins & Early, 2015). Teacher efficacy beliefs (Bandura, 1997), or teachers’ confidence in their ability to perform specific tasks, is a way of understanding teachers’ pedagogical capabilities. However, there is a gap in knowing how efficacious teachers are to support minority students and how teacher education programs help teachers develop skills and knowledge for multilingual students. The study will address this notable gap by measuring teacher efficacy to teach in multilingual school contexts, exploring levels of efficacy of novice and experienced teachers to teach in such contexts, and identifying ways in which teachers incorporate culturally and linguistically inclusive pedagogy in elementary and secondary classrooms.