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

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Document Type

Poster

COinS
 

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.

 

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