ERIC Number: EJ1450309
Record Type: Journal
Publication Date: 2024-Dec
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1056-7941
EISSN: EISSN-1949-3533
An Equitable Approach to Leveraging Multilingual Paraprofessional Learning
Ryan W. Pontier; María del Pilar Delgado; Teresa J. Medina; Susanne Peña; Mido Chang
TESOL Journal, v15 n4 e875 2024
This conceptual article focuses on how a National Professional Development grant through the Office of English Language Acquisition in the U.S. Department of Education supported multilingual paraprofessionals' equitable access to and participation in high-quality, ongoing professional development aimed at supporting young multilingual learners, and how they leveraged both prior and newfound knowledge and experiences during their participation. We understood that paraprofessionals had been positioned as less white, less English-speaking, and less knowledgeable than their teacher counterparts and knew that their engagement needed to be utilized as a resource. Thus, we broadly draw on the concept of equity but specifically on the notions of funds of knowledge, translanguaging, and raciolinguistics as we document our process of working with Pre-K--second grade paraprofessionals.
Descriptors: Elementary Schools, Paraprofessional School Personnel, Multilingualism, Staff Development, Inservice Education, Equal Education, Professional Development, Learner Engagement
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Office of English Language Acquisition (OELA) (ED)
Authoring Institution: N/A
Grant or Contract Numbers: T365Z220095