📄 Abstract
The purpose of this study was to investigate the professional development needs of elementary language teachers operating in multilingual classrooms. The participants of this study were ten (10) elementary language teachers currently working in multilingual classrooms, each with at least two years of teaching experience. This criterion ensured that the participants had encountered the complexities of diverse linguistic environments (Merriam & Tisdell, 2020). Their experience was crucial for providing informed perspectives on their professional development needs and challenges. I utilized a qualitative phenomenological approach in this study. This method allowed for an in-depth exploration of teachers' experiences and perceptions regarding their professional development needs in diverse linguistic environments. the study?s findings underscore the importance of integrating differentiated instruction, innovative learning strategies, and collaborative learning communities into multilingual classrooms. The implications of the study suggest that teachers should be supported in their professional development journey to better address the challenges of multilingual education. By aligning these strategies with theoretical frameworks such as Hord?s PLCs, Piaget?s Constructivist Theory, and Vygotsky?s Socio-Cultural Theory, schools can create a supportive environment that fosters effective teaching and learning. This holistic approach ensures that all students, regardless of their language proficiency, are provided with meaningful and engaging opportunities to develop their language skills in a collaborative and inclusive environment.
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📚 How to Cite:
Jale M. Mansueto , PROFESSIONAL DEVELOPMENT NEEDS OF ELEMENTARY LANGUAGE TEACHERS IN MULTI-LINGUAL CLASSROOMS: INSIGHTS THROUGH QUALITATIVE INTERVIEWS , Volume 12 , Issue 5, may 2025, EPRA International Journal of Environmental Economics, Commerce and Educational Management(ECEM) , DOI: https://doi.org/10.36713/epra21857