Abstract
This study addresses the challenges posed by mass migration and its impact on K-12 schools, especially in New York, where diverse students, including refugees and asylum seekers, require specialized support. The primary objective is to enhance the capacity of in-service teachers to support Multilingual Learners (MLs) and immigrant students who have experienced trauma through trauma-informed pedagogies. A professional learning initiative was implemented in Spring 2023 to strengthen teacher capacity in culturally and linguistically diverse classrooms. Qualitative case studies were conducted with 12 New York in-service teachers who participated in four trauma-informed pedagogy workshops. Analysis of their written reflections revealed key themes that inform the refinement of professional development in trauma-informed pedagogies. The findings also have implications for incorporating this approach into teacher preparation programs. This research bridges the gap between trauma-informed practices and the needs of Multilingual Learners, particularly in the context of increasing migration. The insights gained in this study offer valuable tools for educators to create more inclusive learning environments. Additionally, the research has the potential to influence policies, practices and teacher training programs, ultimately leading to improved educations experiences for students in diverse and evolving classrooms.
Author Information
Jordan González, St. John’s University, United States
Paper Information
Conference: BCE2023
Stream: Professional Training
This paper is part of the BCE2023 Conference Proceedings (View)
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To cite this article:
González J. (2023) Increasing Teacher Capacity in Trauma-Informed Practices for Multilingual Learners: Implications for Professional Learning & Development ISSN: 2435-9467 – The Barcelona Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2023.63
To link to this article: https://doi.org/10.22492/issn.2435-9467.2023.63
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